Fomento de creatividad y pensamiento creativo como innovación de la educación superior

Abstract

Abstract The promotion of capacities and skills in higher education alludes to transversal competencies associated with educational innovation in relation to improvement and commitment to it, which is recognized, in turn, as a process of change. Specifically, creativity and the characteristics of creative thinking such as originality, flexibility, fluency, and elaboration are based on the theory of divergent thinking. From the perspective of Murillo & Krichesky's (2012) model of educational innovation -with the phases of initiation, planning, implementation, planning and institutionalization-, the objective of this text is to analyze how creativity and creative thinking have been promoted in order to observe to what extent these transversal competencies are being developed in higher education, which can contribute to studies in creative areas such as design. As a method, the documentary analysis technique was used to compile, analyze, and categorize research on the development of skills and abilities in higher education. Finally, the findings demonstrate problems in the development of these skills and the scarcity of innovation proposals or cases of successful institutionalization, highlighting the relevance of carrying out actions that promote these competencies in higher education.