مؤسسة الشرق الأوسط للنشر العلمي
عادةً ما يتم الرد في غضون خمس دقائق
Global educational assessment has undergone a profound shift from traditional models centered on rote learning and the accumulation of academic knowledge toward more holistic approaches that emphasize 21st-century competencies. Central to this transformation is creative thinking, which is no longer regarded as an innate talent limited to a gifted minority, but as a learnable and developable competence essential for navigating an increasingly complex and rapidly changing world. In this context, the Organisation for Economic Co-operation and Development (OECD) took a landmark step by introducing creative thinking as an “Innovative Domain” in the 2022 cycle of the Programme for International Student Assessment (PISA). This initiative represents the first large-scale international effort to assess the creative thinking abilities of 15-year-old students across participating countries and economies. This study provides an analytical overview of the conceptual foundations of creative thinking within the PISA 2022 framework, highlighting its historical development within PISA assessments and its growing strategic importance for societies and economies driven by innovation. The paper also clarifies the OECD’s operational definition of creative thinking and its distinction between Big-C creativity and Little-c creativity, with a particular emphasis on everyday creativity as a key educational outcome that can be fostered among all learners.