Published December 27, 2025
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Fostering Creativity Through Educational Interventions in Higher Education: A Systematic Review

Creators

  • 1. Department of Didactics and Educational Organization, Faculty of Education Universitat de Barcelona (UB) Barcelona Spain
  • 2. University of Barcelona
  • 3. Group of Research and Innovation in Designs (GRID). Technology and Multimedia and Digital Application to the Observational Designs (2021SGR00718) Thematic Core: Health and Hospital Pedagogy (UAB) Barcelona Spain
  • 4. International Observatory in Hospital Pedagogy Universitat de Barcelona (UB) Barcelona Spain
  • 5. Department of Pedagogy. Faculty of Teacher Training and Education Autonomous University of Madrid (UAM) Madrid Spain
  • 6. Autonomous University of Madrid
  • 7. Research Group Education, Social Justice, Education for Social Justice, Educational Change Madrid Spain
  • 8. UNESCO Chair in Education for Social Justice at the Autonomous University of Madrid, (UAM) Madrid Spain

Description

ABSTRACT Creativity has gained relevance over the years in education, and especially recently due to its consideration as a transversal competency in higher education, but there is still a lack of integration of knowledge. This qualitative systematic review explores literature on educational interventions designed to enhance creativity and investigates possible changes regarding the influence of COVID‐19. A pre‐planned comprehensive search strategy was conducted across prominent databases (Web of Science, PsycINFO, and EBSCO). We used SANRA and ENTREQ as quality control. A total of 86 studies met our criteria. Our findings reveal no specific results regarding the influence of COVID‐19. Our results show a peak of the publications in 2016, the predominance of the USA, the prevalence of these interventions in Social Sciences, and the increase of the impact and reach of such scientific articles. In addition, our data reveals the relation between concepts such as creativity, higher education (HE), creative thinking, critical thinking, or creative training. Moreover, these outcomes suggest didactic methods to foster creativity such as project‐based learning, problem‐based learning, and experiential learning. The implications of this review are related to the design, implementation and evaluation of the teaching and learning process, alongside the didactic process in higher education.
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