article · Discover Sustainability
This study investigated the predictive relationship between creative thinking abilities and education for sustainable development (ESD) among students in selected Technical Universities in Ghana. Using a cross-sectional survey design, data were collected from 549 students through stratified sampling. Creative thinking was measured using Tam et al.'s scale, and ESD was assessed with the ESDS-20. The data analysis, employing descriptive statistics and covariance-based structural equation modelling, revealed a significant and positive predictive relationship. The findings suggest that creative thinking is a crucial educational resource for enhancing students' learning in sustainable development within higher education. Consequently, the study recommends that technical universities integrate creativity-focused and sustainability-oriented learning tasks into their core programmes and lecturer training.
Understanding how creative thinking influences education for sustainable development is vital for preparing future generations to tackle complex global challenges. By fostering creativity, universities can better equip students with the skills needed for responsible action and innovative problem-solving in sustainability contexts, contributing to a more sustainable future.
The abstract does not indicate a direct commercialisation pathway for a product or service. Instead, it focuses on pedagogical recommendations for higher education institutions, suggesting changes to curriculum design and lecturer training to integrate creativity and sustainability learning.
AI-generated from the published abstract. Always read the original work before citing.
This study examined the predictive relationship between creative thinking and education for sustainable development (ESD) among students in selected Technical Universities in Ghana. Using a survey design, data were collected from 549 students through stratified sampling. Creative thinking was measured with Tam et al. [59] creative thinking abilities scale while education for sustainable development was measured with ESDS-20 [17]. The data were analysed with descriptive statistics and covariance-based structural equation modelling. The study revealed that creative thinking predicted education for sustainable development significantly and positively. In this regard, creative thinking is seen as an important educational resource for strengthening sustainable development learning of students in higher education. Therefore, the study recommends that technical universities in Ghana embed creativity-focused and sustainability-oriented learning tasks into core courses of their programmes and lecturer training so that students can develop the capacities needed for responsible action and future-oriented problem solving.
This page summarises published work. The authoritative version sits with the publisher.
DOI: 10.1007/s43621-026-04428-7
Is something wrong with this record? Report it or request removal.
Discussion
Have you built on this work, tried to replicate it, or seen it applied in practice? Share what you know. Verified researchers and MARATTO™ domain experts can open a discussion, and any member can reply. Contributions are reviewed before they appear.
No discussion yet. Open the first thread.
New to MARATTO™? Create a free account.
