Stimulating Creativity and Innovation Through Apt Educational Policy

Stimulating Creativity and Innovation Through Apt Educational Policy

Sulaiman Olusegun Atiku, Richmond Anane-Simon
DOI: 10.4018/978-1-7998-7963-3.ch006
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The gap between expected and actual skillsets to drive workforce creativity and developing innovative products and services in recent times suggests the need for a thorough review of educational policy. The required level of creativity and innovation could be stimulated through educational policy review and effective implementation of action plans to meet expectations in the fourth industrial revolution. A literature review approach was adopted to examine the issues in current education system, as well as the emerging trends within the system to promote creative learning. The findings show that discipline-specific instructional strategies propelled by technological innovations (educational virtual reality games) are essential in stimulating creativity and innovation. Gamification in learning pedagogies not only promotes important academic learning but also builds the skills required for success in the 21st century.
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From antecedent hitherto, the concept of creativity and innovation relates the processes involved in the creation and application of new knowledge and hence at the centre of knowledge management. There is a strong relationship between the two terms often renders a tandem usage in most cases (Sarooghi, Libaers, & Burkemper, 2015). The current dispensation is an effect of the innovations from the past, hence innovation cannot be overlooked in the history of mankind and ultimately will play an even greater role in the future of the human race (Atiku & Lawal, 2021). While there has been increased interest in creativity in education, this has not always translated into practice. Traditional “drill” and “kill” approaches or standard-based teaching have often squeezed creativity out of the curriculum or areas of policy and assessment (Girourx & Schimdt, 2004). A large number of High School graduates are not ready for college (college preparedness 2012) and employers in turn are dissatisfied with college graduates (Thomson, 2015; Jaschik, 2015). This outcome is an indicator that the current educational systems may not be sufficiently innovative.

Key Terms in this Chapter

Instructional Strategies (IS): Techniques used by teachers to help students become independent, strategic learners.

Learning Management Systems (LMS): A software application for the administration, documentation, tracking, reporting, automation and delivery of educational courses, training programmes or learning and development programmes

Socio-Scientific Issues (SSI): Controversial, socially relevant, real-world problems that are informed by science and often include an ethical component.

University-Industry Collaboration (UIC): Refers to the interaction between any part of the higher education system and industry.

Education for Sustainable Development (ESD): Education that encourages changes in knowledge, skills, values and attitudes to enable a more sustainable and just society for all.

Artificial Intelligence (AI): Intelligence demonstrated by machines unlike the natural intelligence displayed by humans and animals.

Socially Acute Questions (SAQs): French Orientation for the Teaching of Socio-Scientific Issues.

Massive Open Online Courses (MOOCs): These are free online courses available for anyone to enrol.

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