Khóa luận tốt nghiệp: Examining Factors Influencing Student's Creativity: An Application of the SCALE

LIST OF FIGURESFigure 1.1 Levels of creativity 9Figure 1.2 UNICEF core life skills 18Figure 1.3 Center for Curriculum Redesign model of| 20 curriculum Figure 1.4 Prototype tool for asses

GRADUATION THESIS

An Application of the SCALE

Instructor : MSc Nguyen Thi Phuong AnhStudent : Nguyen Thu Ha

Student ID : 20051039

Class : QH 2020 E KT CLC 2

Program : High Quality

Hanoi, 2023

GRADUATION THESIS

Examining Factors Influencing Student's Creativity:

An Application of the SCALE

Instructor : MSc Nguyen Thi Phuong AnhStudent : Nguyen Thu Ha

Student ID : 20051039

Class : QH 2020 E KT CLC 2

Program : High Quality

Hanoi, 2023

supervision of MSc Nguyen Thi Phuong Anh; and that the work and resultscontained therein are the true facts of the authors and do not violate researchethics The data and figures presented in this discussion are for my analysis,comments, and evaluations from many different sources and have been noted

as valid in the reference section

In addition, comments, reviews and other data used by authors and otherorganizations are clearly acknowledged and cited

I will take full responsibility for any fraud detected in our thesis TheUniversity of Economics and Business is unrelated to any copyrightinfringement caused by my work (if any)

Student

Nguyen Thu Ha

of Economics and Business - Hanoi National University in general and teachers

of the Faculty of Political Economy in particular for always accompanying,guiding, and supporting to help and create a learning environment, completeour in-depth background knowledge as well as develop ourselves for us

Especially, I would like to express my profound thanks to MSc NguyenThi Phuong Anh has wholeheartedly guided and given suggestions to methroughout the implementation of this thesis topic

I would like to thank all the students who enthusiastically participated inthe survey, shared, commented and gave me feedback while working on thistopic

I am also extremely thankful for the attention, support and help fromfamily and friends That is a great source of spiritual encouragement for me topursue and complete this Graduation Thesis

Finally, within time and professional knowledge limitations, the research

paper is not immune to shortcomings and limitations I look forward to

receiving comments and suggestions from teachers so that I can learn fromexperience and improve the article

Sincerely!

Hanoi, September 2023

Nguyen Thu Ha

5.2 Data analysis methods

6 Contribution of the topic

6.1 Theoretical contributions

6.2 Practical contributions

7 Structure of the research

CHAPTER I: THEORETICAL BASIS AND CURRENT SITUATION OF

STUDENT’S CREATIVITY

1.1 Theoretical basis

1.2.1 Current situation of student’s creativity in the world

1.2.2 Current situation of student’s creativity in Vietnam

2.1 Literature review.

2.1.1 Literature review of foreign and domestic research

2.1.2 Research gai

2.2 Hypothesis development

2.2.1 Physical Environment Factor towards student creativity

2.2.2 Learning Climate Factor towards student creativity

2.2.3 Learner Engagement Factor towards student creativity 2.2.4 Creative Cognition Factor towards student creativity

CHAPTER II: METHODOLOGY

3.4.2 Descriptive statistics of the sample

3.4.3 Reliability analysis of Cronbach's Alpha Scale

3.4.4 PLS-SEM model analysis

4.3 Measurement model

4.3.1 Analyze the quality of observed variables Outer Loadings results 684.3.2 Results of assessing the reliability of the Reliability scale

4.3.3 Result of Average Variance Extracted (AVE)

4.3.4 Result of Discriminant Validity

4.4 Evaluation of the PLS-SEM structural mode!

4.4.1 Model fit testing

4.4.2 Testing the assumption of multicollinearity violation

4.4.3 Coefficient of determination R’

4.4.4 Assess coefficient of impact (f value)

4.4.5 Evaluate predictive relevance (coefficient Q2)

4.4.6 Test for path coefficients

CHAPTER V: DISCUSSION AND IMPLICATIONS

5.1 Discussion

5.2 Implications and Recommendation

5.2.1 Recommendations to Educational Institutions

APPENDIX 3: ANALYSIS RESULTS FROM SMARTPLS 4

LIST OF ABBREVIATIONS

AVE Average Variance Extracted

CCE Centre for Continuing Education

CR Compossite Reliability

GCI Global Competitiveness Index

OECD Organization for Economic Cooperation and

DevelopmentPLS - SEM Partial least squares Structural Equation Modeling

SCALE Support for Creativity in a Learning Environment

TT - BCDDT Information - Ministry of Education and TrainingUNICEF United Nations International Children's Emergency

Fund

LIST OF FIGURES

Figure 1.1 Levels of creativity 9Figure 1.2 UNICEF core life skills 18Figure 1.3 Center for Curriculum Redesign model of| 20

curriculum

Figure 1.4 Prototype tool for assessing pupils’ creativity in 21

schoolsFigure 2.1 Proposal Research Model 39Figure 3.1 Research Process 45Figure 4.1 Descriptive Data - Participate in creative 59

competitionsFigure 4.2 Descriptive Data - One's creative activities are 60

shown most clearlyFigure 4.3 Descriptive Data - Elements that most influence 61

student creativityFigure 4.4 Descriptive Data - Other Elements Affecting 62

CreativityFigure 4.5 Results of PLS-SEM linear structural model 76

Table 3.1 Factors and observed variables in the model 50Table 4.1 Descriptive Data about School, Majors, School 57

Year, Gender and LivingTable 4.2 Descriptive data on factors affecting student 63

creativityTable 4.3 Results of Cronabach’s Alpha coefficient 65Table 4.4 Result of Outer loadings — Matrix 68Table 4.5 Result of Construct Reliability 70Table 4.6 Result of Average Variance Extracted (AVE) 71Table 4.7 Result of Discriminant Validity — Fornell-Lercker | 71

criterionTable 4.8 Result of Model fit 72Table 4.9 Result of Collinearity Statistics (VIF) 72

Table 4.10 Result of R-square 74

Table 4.11 Result of f-square 75Table 4.12 Result of coefficient Q2 75Table 4.13 Structural estimates (hypotheses testing) 77

conventional economy to the digital economy in the last decade has ushered in

a wave of transformative progress across various facets of socio-economicexistence Among these transformative factors, creativity stands out as animperative objective for nations, enterprises, and individuals alike Crucially,

it is the young generation of each nation, or specifically the students, who wield

a profound influence on creativity potential They are the vanguards ofcreativity, holding the key to our country's future prosperity To achieve thoselevels of creativity, students, the country's future workforce, play an extremelyimportant role The level of creativity of the country and the organizationdepends a lot on the student body Universities, as pioneers, fulfill their mission

of promoting creative ideas by providing society with human resourcesequipped with the necessary thinking and skills as well as appropriate researchresults Students learn and raise awareness about entrepreneurship, creativity

and social activities at school, helping students develop ideas in the spirit of

creativity In addition, consulting and support programs for students to developideas in the spirit of creativity and provide solutions to improve the scientificand technological content of students' projects and ideas

Creativity has been identified as a key educational goal and an essential21%-century skill that should be supported in schools (Chan & Yuen, 2014) Inrecent years, scholars and educators have stressed the importance of preparingstudents for a future that will demand complex problem-solving and creativethinking (Wagner, 2010) The type of thinking and working needed is not theindustrial behaviors and skills our school system was designed for and stillpromotes The future of our civilization depends on the creativity of our young

World Intellectual Property Organization (WIPO), Vietnam is currentlyassessed to have positive creativity capacity, ranked 48th/132 countries Theeconomy holds the 4th position in Southeast Asia, after Singapore (7th),Malaysia (36th) and Thailand (43rd) Vietnam's innovative startup ecosystem

is ranked 54th in the world, 12th in the Asia-Pacific region in 2022 (according

to Startup Blink's assessment) This result has recognized Vietnam's positivechanges in perfecting and raising the ranking in the nation's creativityassessment The above rankings demonstrate the potential and resilience ofVietnam in a context where the country still faces many difficulties andchallenges when macroeconomic and geopolitical factors are developing verycomplicatedly around the world

Creativity in science and technology activities began more than ten years

ago with the emergence of the Project "Supporting the National CreativityStartup Ecosystem until 2025" (Project 844) by The Ministry of Science andTechnology has presided over changes to the core of an industrial economy,which has great relevance to the operations of universities Lucy Cameron &

colleagues (2019) pointed out that the subjects implementing creativity include

universities, creativity centers, startups, and individuals During the period ofinternational integration, students have access to many streams of knowledgeand creativity Creativity helps students develop flexible thinking, stimulatepersonal development, and come up with many new ideas or products in thelearning environment or daily life Besides, creativity makes an importantcontribution to economic and social development Creative ideas and productsfrom students not only contribute to society but also play an important role in

flexible thinking, and exploration, and promotes progress in a variety of fields.

There are various ways to measure creativity, as it is a multifaceted andcomplex concept However, the work of Richarson & Mishra (2018) whichproposed the "SCALE" is fitting for measuring student creativity because itencompasses several key factors that are particularly relevant in an educational

context According to Richarson & Mishra (2018), the learning environment

plays an essential role in supporting student creativity The research ofRicharson (2018) has provided educators with a practical tool to support thedesign of learning environments that support student creativity Based onliterature review, classroom observations, and administrator feedback, threekey areas were found to support student creativity: (i) Learner Engagement, (ii)

Physical Environment, and (iii) Learning Climate These three areas create the

foundation of the SCALE: Support for Creativity in a Learning Environment,

a tool that provides educators with specific examples for the support ofcreativity

Vietnam is currently a country with a very positive and highly appreciatedcreativity index State management agencies and schools are also very active

in promoting creativity However, in reality there are still many problems thatstakeholders need to make more efforts to promote and create more added valuefor this creativity issue Currently, research on creativity in Vietnam is still

limited Therefore, in the current context and moreover, previous research

articles on creativity are not applicable to the present time when changes in

context, technology, and people are constantly changing Recognizing the

importance of students in creativity activities and inheriting theories from

time verifies previous research results and offers appropriate solutions topromote students' creative activities.

2 Research objectives

The general research goal of the article is to analyze and evaluate some keyfactors affecting the creativity of Vietnamese students

To achieve the general goal, the research needs to achieve specific goals:

- Understand the current situation of student creativity in Vietnam’s

- What is current situation of Vietnamese students nowadays?

- What key factors are likely to impact the creativity of students today?

- Which solution is suitable to promote student creativity?

4 Research subjects and scope of the study

4.1 Research Subject

- Research Subject: Factors affecting the creativity of students

affecting students' creative behavior.

- Space: Research was conducted in Vietnam (concentrated in northernuniversities and some central and southern universities), focusing on students

of universities and colleges across the country

- Survey Time: October 2023 (Primary data)

5 Research Methods

5.1 Data collection

5.1.1 Secondary data collection

The secondary data used in this research all come from credible sources.These sources include previous research papers, books, newspapers, theInternet, surveys, and information published in recent years These documentsare all related to the innovative behavior or creative behavior of students for

reference purposes only.

5.1.2 Primary data collection

Primary data was surveyed through an online questionnaire shared via theinternet for students of universities and colleges nationwide in October 2023.The questions are asked to learn and collect more personal opinions and viewsrelated to creativity, through which the author can assess the factors affectingstudent creativity

5.2 Data analysis methods

The study used both qualitative and quantitative methods:

- Qualitative method: The author has consulted previous domestic andforeign research (research works, scientific articles, dissertations) to synthesizeexperience to draw lessons and selectively inherit these research documents At

to clean the data and STATA 17 software and SmartPLS 4 to analyze the dataand describe the samples Combined with descriptive statistical methods, linearstructural model analysis (PLS-SEM) from which the author makes generalconclusions about the factors affecting student creativity nowadays.

The combination of both methods helps the author to approach theproblem in full terms, both theoretical and practical, thus making appropriateand effective recommendations and solutions

6 Contribution of the topic

- Research results will be data to deploy policies to increase studentcreativity in educational institutions in a reasonable and scientific way

Chapter I: Theoretical basis and current situation of student’s creativityChapter II: Literature review & Hypothesis development

Chapter III: Methodology

Chapter IV: Research Results

Chapter V: Discussion and Implications

Creativity is a fusion of perceptions implemented in a new way, the ability

to find new connections, the emergence of new relationships, the predisposition

to make and recognize creativity, the activity of the mind, leading to new

insights, transformation experience in a new organization, the imagination of

new constellations of meanings (Matraeva, 2020)

According to Sternberg, R J (Ed) (1999), creativity is the ability to producework that is both novel (i.e., original, unexpected) and appropriate (i.e., useful,adaptive concerning task constraints) (Sternberg & Lubart, 1996) Creativity is

a topic of wide scope that is important at both the individual and societal levelsfor a wide range of task domains At an individual level, creativity is relevant,for example, when one is solving problems on the job and in daily life At asocietal level, creativity can lead to new scientific findings, new movements inart, new inventions, and new social programs The economic importance ofcreativity is clear because new products or services create jobs Futhermore,individuals, organizations, and societies must adapt existing resources tochanging task demands to remain competitive

technological productions Occasionally, it's possible for one individual to

possess them all According to Irving A Taylor, levels of creativity constitutedifferent dimensions of creative activity Each one is applied to different

objectives They’re distinguished from one another by the products that emerge

from them Also, by the capabilities needed to achieve them

Figure 1.1: Levels of creativity

Expressive creativity

Taylor’s first level of creativity is the expressive kind It corresponds to theworld of spontaneity and improvisation In this case, the imagination manifestsitself in the expression of the inner world, feelings, and emotions It’sassociated with all the ways in which a message or experience can bemanifested and communicated

Expressive creativity responds to the human need for self-identification andcommunication with the environment It could be said that it’s the most genuineand direct form of creativity For instance, it’s visualized in expressions such

as children’s drawings, the unsuspecting writing of a verse, dancing in contextsother than a show, and spontaneous singing, among others

is to generate something that’s useful to others Designers, architects, or

product developers employ this level of creativity.

Inventive creativity

Inventive creativity corresponds to the generation of inventions ordiscoveries They’re based on a new way of seeing reality, or on theestablishment of new relationships between existing elements In this case, thelogical premises that are in force are overcome and something totally new is

produced.

The products of this type of creativity are based on seeing something thatothers were looking at but weren’t aware of Or, the creators see the same aseveryone else but find relationships that others hadn’t previously detected.Inventions such as the light bulb and scientific discoveries like penicillincorrespond to this level of creativity.

Innovative creativity

Innovative creativity has similarities with other levels of creativity, butdifferent characteristics In this case, imagination is used The idea is to findmethods or strategies that help achieve social acceptance of new ways ofperceiving or using things or concepts

This level of creativity is based on intuition and empathy The most typicalexample is fashion For instance, designers who dedicate themselves toinnovative creativity might make really daring modifications to the classicwardrobe They have a special ability to detect where consumer tastes are

heading, or the ability to get them to accept changes compared to the usual

Ripped jeans are an obvious manifestation

Emerging creativity

The emergent is the highest of all levels of creativity It corresponds to

extraordinary or extremely transcendental creativitys It’s connected with thecreation of new paradigms, orders, or principles Consequently, its effects tend

to be revolutionary for the community in general Few people actually reachthis level Those who do are considered geniuses

The ability to restructure the basis of existing reality is necessary Thosewho display this type of creativity often use their lateral thinking to the fullest.For example, the creation of a new school of thought or an invention thatcompletely changes the way things are done One such instance was theinvention of the Internet

1.1.1.3 Components and measurement of creativity

The changes made to the first draft involved rewording, combining, anddeleting items In Physical Environment, items one, two, and three wereretained without change because they were judged by the administrative team

as being essential Item four was reworded as it was deemed by theadministrators that the furniture being “comfortable” was not necessarilyimportant for the support of creativity In Learning Climate, item one wasdeleted as it was deemed un-needed by the administrative team The phrase

“that deepe their understanding” was added to item two to ensure that thediscussions were on topic and supported relevant thinking Items three and fourwere re-worded for greater clarity Items five and six were deleted as they werecovered in item three In Learner Engagement, item one was retained as written,items two and three were re-worded to be more precise, shorter, and studentcentered Item four was found to relate more to learning climate and was moved

to that section Item five was re-written to be more descriptive and observable.Item six was re-worded to be more descriptive and was combined with itemeight Item seven was removed as it is reflected in item three Item nine was re-worded for greater clarity

Table 1.1 Final SCALE componentPhysical Learning Climate Learner Engagement

Environment

1 A variety of|1 Students are | 1 Students are involved inresuorces are available | involved in active | tasks that are open-ended

to students discussions among | and/or involve choice

2 Examples of student | themselves and with | 2 Students are involved inwork appear in the|the teacher that | real life/authentic tasks thatspace may include _ inquiry,

3 The teacher is acolearner, explorer,and resource personsupporting students.

4 Mistakes and taking areencouraged

thinking and their learning

6 Students work at theirown pace Time is usedflexibly

Source: AuthorsThe final version of the SCALE consists of 14 items in three categories:Physical Environment; Learning Climate; and Learner Engagement

Physical Environment includes categories related to the space of thelearning environment itself The learning space should be open, full of flexiblefurniture, and have plenty of space for small groups of students to work together(Warner & Myers, 2010) Instructors should have a variety of resourcesavailable for students to refer to (Peterson & Harrison, 2005)

Learning Environment indicates that the relationship between teacher and

students, the relationship between students, and the focused learningatmosphere in the classroom all play an important role in supporting creativity

A learning atmosphere in which students communicate freely, accept anddiscuss new ideas, trust each other, and support risk-taking is the idealenvironment to support creativity (Peterson & Harrison, 2005) Creativity canthrive when there is a climate of community, care, and cooperation thatstrengthens positive student and teacher relationships

Learner Engagement includes the actual tasks and projects in whichstudents participate Tasks that support creativity include active learning anddiscovery, where all members of the environment are seen as co-learners andco-teachers, with an emphasis on the process rather than the product created goout It is important to look at the actual tasks students are engaging in ratherthan the goals or objectives of the teacher as this may differ from the actual

work students are doing

1.1.2 Overview of student creativity

1.1.2.1 Concept of students and student creativity

Pursuant to Article 2 of the Student Affairs Regulations for full-timeuniversity training programs issued together with Circular 10/2016/TT-BGDDT, regulations on the concept of students are as follows: Students areregulated According to this regulation, people are studying full-time university-

level training programs at higher education institutions Students are the center

of educational and training activities in higher education institutions and areguaranteed conditions for fully performing their duties and rights during theprocess of studying and training at educational and training institutions create."

According to the Law on Higher Education (2019): A student is a personwho is studying and doing scientific research at a higher education institution,

attending a college training program or a university training program CurrentVietnamese students are mainly between 18 and 24 years old and arecollectively known as "Generation Z" In the world, there are many differentdefinitions of "generation Z", the most popular of which is the definition of

"generation Z" (also known as iGen, Zen Z) as people born from 1999 untilmid-2009 In 2005, they grew up simultaneously with the development of theinternet, technology, social networks In short, a student is someone who isstudying at a university, college, or other educational institution Students arestudying at schools to prepare knowledge and skills for future jobs They arerecognized by society through the qualifications they achieve while studying ateducational institutions

Student creativity is the ability to create new ideas, solutions, or products(Beghetto, 2007) When considered from the student’s perspective, creativity

is studied from the cognitive processes taking place in the brain (usually related

to the acquisition of knowledge during the learning process) along with theidentification, and development of abilities, skills, and capacities

1.1.2.2 The role of creativty in students

The role of students in the social context is increasingly recognized In theHumanist Charter 2000, 86 famous scholars and social activists around theworld commented: "The Humanist Charter II was announced in 1973 to dealwith issues arising on the world scene world since then: The rise of fascism,the cold war and the emergence of student power in universities" Vietnamesestudents are the future graduates of the country, no one else but they will be the

key players in the industrialization and modernization of the country The 21*

century is the century of intellectual civilization, of scientific and technical

development, so there is a great need for young people with knowledge, high

qualifications and creative capacity, capable of accepting new things Fast and

flexible to change, promptly adapting to the rapid changes of modern society,representing a new advanced generation.

The role of creativity in enhancing student learning in the century classroom is central to today's curriculum development As a keycomponent of the global paradigm shift emphasizing collaboration, there aremany reasons why creativity and creativity are especially important to studentlearning now more than ever run out of “Life in the twenty-first century ismarked by great uncertainty, partly due to unprecedented global, economic, and

twenty-first-social change Students will need to be equipped to successfully navigate the

increasingly complex and unpredictable nature of life in the 21st century”(Beghetto, 2010, p 447) The opportunity to develop unique solutions to thecomplex challenges of our time requires these innovative processes as thefoundation for future leaders They must be learned in today's schools, a globalgoal that teachers everywhere are starting to adopt as part of their teachingstrategies in the classroom Preparing students for a global society is anorganizational mandate that leaders have developed together over the pastdecade or so (National Education Association, 2016)

Mc.Cormack, A J (2010) points out that education is the best way tonurture rich creative talents for a prosperous and developed society Therefore,

in education, it is necessary to promote the imagination of learners, because it

is the key factor for learners to create products from their imagination, and atthe same time it is also an opportunity for learners to explore and stimulate theirpassion for learning, motivating them to find the best solutions to the problemsthey need to learn and solve Creativity is an important factor and a decisiveaspect of student development, specifically:

Problem-solving ability and creative thinking: Creativity is an importantpart of the problem-solving process (Amabile et al,.1983) Creative studentswill be able to come up with unique and flexible solutions to difficult situations.

Self-learning and discovery: Research by Csikszentmihalyi (1996) clearlystates that creativity promotes self-learning and discovery Creative studentstend to learn about new things and grasp knowledge and skills autonomously

Ability to participate in research: Research by Runco (2004) has shownthat creative students often participate strongly in research projects andcontribute new ideas to the development of knowledge and science

Ability to start a business and create value: Research by Shane andVenkataraman (2000) clearly stated that creativity is an important factor inentrepreneurship Students with creative abilities can create new businesses andcreate economic value

Develop social and communication skills: Creativity is often associatedwith the ability to work in groups and communicate effectively (Sternberg,2003) Creative students learn to work with others to turn ideas into reality

Promoting confidence: Research by Cropley (2006) mentioned the role ofcreativity in creating confidence in students When they see themselves ascapable of generating and contributing ideas, they become more confident inlife and learning

1.2 Current situation of student’s creativity

1.2.1 Current situation of student’s creativity in the world

According to the latest report from the Global Creativity Index (GCI),creativity could be the secret to the future happiness of entire nations The GCIshows that in countries with high levels of support for arts and culture,creativity is associated with increased economic development and higher levels

of equality.

Currently, in the world there still does not really exist a common curriculum

in education at schools and universities This lack of stability can be explained

by differences in living environment, culture, and many other factors However,life is increasingly developing, creating motivation and pressure for people(especially students) to further explore their own potential Internationalorganizations and researchers have begun to propose many new learning andteaching methods to bring education to a new level In these proposals,creativity and creative thinking are frequently emphasized This shows thatcreativity and creative thinking are becoming increasingly important in theglobal education sector and have the potential to play an important role inbuilding an international curriculum in the future

A typical example can be mentioned as the conclusion about "essentialskills" in research by UNICEF stating that creative thinking skills are anessential part of the learning skills group of people, recognizing the importance

of promoting creativity and exploring diverse areas of learning in the

curriculum

Source: UNICEF-MENA Regional Office 2017

UNESCO also actively promotes creativity in education and developscreative awareness for children as an important factor in the humandevelopment process Initiatives such as the UNESCO Creativity CitiesNetwork (2004) aim to promote cooperation between cities that recognizecreativity as a key factor for sustainable development This is also the premisefor the birth of World Creativity and Creativity Day established by the UnitedNations General Assembly in 2018 to raise awareness of the importance ofcreativity and creativity in problem solving to achieve the United Nations

sustainable development goals In addition, UNESCO also supported an early

publication on the importance of nurturing creative thinking in schools(Kampylis and Berki, 2014) and its series of three papers exploring the Futures

of Learning exploring aspects of curriculum and pedagogy stressing theimportance of schools nurturing students' creative thinking (Scott, 2015)

The US-based Center for Curriculum Redesign advocates the integration of

four key competencies, known as the 4Cs, in education: creative thinking,

critical thinking, communication and collaboration These competencies areconsidered necessary to promote a well-rounded education that preparesindividuals for future challenges (Fadel, 2009) A widely cited framework fromthe World Economic Forum visualises the relationship between foundationalliteracies, competencies - where it locates critical thinking and creativity - andcharacter qualities The World Economic Forum’s model aligns closely withthe one developed by the Center for Curriculum Redesign

Figure 1.3 Center for Curriculum Redesign model of curriculum

centr fr Cur Redes

Sourece: Center for Curiculum RedesignSince the 1990s, integrating creative thinking into the general curriculumhas begun to appear in many research articles in countries with developededucation O'Donnell and colleagues (2002) conducted a comprehensivereview by examining curriculum documents from 16 developed countries Theconclusions of this study show that creativity and creative thinking haveemerged and held an important position in many different aspects of the

curriculum in many different countries The Brookings Institution in the USA

has been actively monitoring the global adoption of skills like creative thinkingfor several years In 2018, a study encompassing 152 countries unveiled theextent to which curricula were evolving to encompass areas such as creativethinking (Care and Kim, 2018) The study identified the most frequentlymentioned 'wider' skills or dispositions in national policy documents, withcreativity appearing in more than 60% of them A study using the Center forCurriculum Redesign's classification method conducted on a data set of

education systems of 22 different regions (including countries and states)

further supports this argument with model results indicating that 21/22jurisdictions have implemented specific approaches to incorporating creativityand critical thinking in their educational programs This shows globalrecognition of the importance of fostering creative and critical thinking skillsand creating learning environments that support the development of thiscreativity for the next generation However, the key takeaway from theBrookings study is the current gap in providing clear guidance on pedagogy(teaching methods) and assessment (assessment of learning outcomes) While

many education systems have adopted the concept of creative thinking and

integrated it into curricula, the specifics of how to teach and assess these skillsappear to be underdeveloped or lacking in many cases

Figure 1.4 Prototype tool for assessing pupils’ creativity in schools

sna Wondering non eaten

Crafting ang improving

A prototype tool for assessing pupils’ creativity in school maps thedispositions of creative habits of minds along 5 dimensions: inquisitive;persistent; imaginative; collaborative; and disciplined (each dimensionincluding 3 sub-dispositions) The findings of two field trials in English schoolsshow that the assessment tool led teachers to be more precise and confident indeveloping their pupils’ creativity, and learners to be better able to understandwhat creativity entails and to record evidence of their progress Such tools are

an important step to raise daily awareness of skills in thinking and creativityand see them materialize in school learning

The recent international OECD-CCE-Singapore workshop gave 30education decision-makers from 12 countries the opportunity to share thelessons from Asian educational initiatives aiming to foster pupils’ creativityand critical thinking While most of these initiatives build on project-based,research-based, and other active pedagogies, some start to use design thinking

methods to scaffold the learning of creativity skills.

Singapore and Korea are two good examples of countries emphasizingcreativity, critical thinking, and character-building in their curricula Since

2009, Korea expects its schools to foster creativity as part of quality based learning — but also to devote almost 10% of overall school time toprojects and other transversal activities that foster creativity As for Singapore,their “Desired Outcomes of Education” include critical and inventive thinking

subject-as well subject-as social and emotional competencies At the end of secondary school,among other things, students are expected to be “resilient in the face ofadversity”, “innovative and enterprising” as well as “able to think critically andcommunicate persuasively” Including creativity and other skills for creativity

in national curricula is a helpful starting point for them to be taken seriously inschool The next step is to formally assess these skills Singapore and Korea

have thus changed their national exams and assessments to incentivize teachersand students to pay due attention to them in their teaching and learning.

1.2.2 Current situation of student’s creativity in Vietnam

Currently, creativity is considered one of the important developmentindicators, a factor that guides the development center of each country,including Vietnam Being among the countries with high determination increativity, Vietnam is increasingly perfecting the factors that promote effectivecreativity Looking at it objectively, technological globalization is closelylinked to economic globalization, the nature of science and technologypenetrating deeply and widely into socio-economic activities and humanlifestyle This is the current development trend and this trend will continue toimpact the socio-economics of countries around the world, including Vietnam.According to a report by the World Intellectual Property Organization (WIPO),for three consecutive years (2019 - 2021), Vietnam has made outstandingprogress in the creativity index With creativity continuing to be a nationalpriority, creativity indices serve as a tool to measure and evaluate economicperformanceln addition, to build high-quality human resources to servecreativity, Vietnam has initially built a creativity system, a national creativitynetwork gathering domestic and foreign experts and scientists with more than1,000 members This number continues to expand (Trong Duc, 2021)

In recent years, the Government has issued many policies to support startupactivities, especially in the field of creativity and creativity Do (2021), Le andcolleagues (2020) have affirmed that innovative and creative startups inVietnam are a topic of national concern Many creative programs andcompetitions of organizations have been implemented to encourage theentrepreneurial spirit of students to establish their careers However, according

to statistics from the Ministry of Education and Training, innovative start-up

activities at the vast majority of universities still have some limitations in terms

of organizational models and awarnes of students, instructor and schools arenot high Support for innovative start-up from stakeholders is not good enough.The legal corridor for the start-up process based on creativity is not complete.After a period of implementing the Government's Project "Supporting students

to start a business until 2025" (Project 1665), the Ministry of Education andTraining issued Decision No 1230/QD-BGDDT in 2018 issued the Plan toimplement the Project "Supporting students to start businesses until 2025" ofthe Education sector with the goals: (1) Promote the spirit of entrepreneurshipand equip students with knowledge and skills about entrepreneurship ineducational and training institutions; (2) Create an environment and mechanismfor entrepreneurial activities, creating breakthrough changes in creativity andentrepreneurship at training institutions Currently, the Ministry of Educationand Training is actively consulting training programs of advanced countries in

the world, schools in the region and consulting with experts and businesses to

address the issue of entrepreneurship Incorporate creativity into mandatory orelective training programs or integrate creativity and entrepreneurship topics

into extracurricular programs and game competitions to attract students to

participate In 2020, the Ministry of Education and Training organized thecontest "Students with startup ideas" 2020 (SV_STARTUP 2020) Thiscompetition attracts 50 projects and ideas from students from colleges anduniversities nationwide, in a variety of fields (engineering, economics) Afterthe final round, 10 projects and ideas of students from universities receivedawards (1 first prize, 2 second prizes, 3 third prizes, 4 consolation prizes),helping to promote the spirit of entrepreneurship and creativity in Vietnam's

academic community.

CHAPTER II: LITERATURE REVIEW & HYPOTHESIS

DEVELOPMENT

2.1 Literature review

2.1.1 Literature review of foreign and domestic research

According to Dao Thu Huyen & colleagues (2022), the purpose of building

an creativity capacity scale based on the theoretical framework of Selznick andMayhew (2018) to be suitable for students at the Quang Ninh campus ofForeign Trade University The study applied quantitative methods to 209students studying at the Quang Ninh campus of Foreign Trade University The

authors propose and test a model of the components of the concept of creativity

capacity According to the results of confirmatory factor analysis, creativitycapacity is a second-order variable, measured through nine factors: (i) theinternal aspect (personal self-awareness, initiative, and motivation); (ii) thesocial aspect (communication and negotiation skills, teamwork skills, andrelationship establishment skills); and (iii) the thinking aspect (creative

thinking, willingness to take risks, and innovative intention) Based on the

analyzed results, the author proposes a number of specific groups of measuresfor schools to consider and refer to in order to enhance and improve students'creativity capacity

According to Le, D M & colleagues (2022), the purpose of the study is tofind out the gentle factors from the school and the students themselves thataffect creativity, as well as the relationship between creativity and students' age,gender, and energy From there, the house, family, and children adjust andprovide appropriate methods Students themselves develop their own creativeelements and abilities The study was conducted on 108 high school studentsfrom energy and non-energy schools at three levels In this study, the authordetermined the reliability of the question in the table to be 91.1% and the error

of 8 to be 0.05 The data were analyzed using the Social Science StatisticalPackage (SPSS) The special thing about gender, age, and external factors such

as school and family is determined through Oneway Anova analysis from datacollected through surveys using questionnaires and creative tests Researchfindings using mathematical methods and one-way false media analysis showthat factors affecting factors and brightness create objective factors, including(i) the educational environment from school learning, (ii) teachers' behavior,and (iii) subjective factors (including students’ interests, opinions, and

received, 620 were valid for analysis The author encrypted the data and

processed it on SPSS 22 and Amos 20 software, then conducted regressionanalysis Research results show that there are 5 factors affecting the creativitycapacity of students at Hanoi University of Industry, including (i) studentpersistence, (ii) student awareness, (iii) students' absorptive capacity, (iv)training program, and (v) teaching staff

According to Do Anh Duc in 2021, this article reviews the research oncreativity capacity and builds and tests a linear structural model to assess thefactors affecting the creativity capacity of students in universities The studyuses a partial least squares structural equation model (PLS-SEM) throughmeasurement model evaluation and structural model evaluation using SPSS 26and Smart PLS 3.0 software The survey results of 303 students at Hanoiuniversities have identified five factors affecting creativity capacity: (i) in-

depth knowledge; (ii) creative thinking skills; (iii) management skills; (iv)personal characteristics; and (v) social skills.

According to Tep P & colleagues (2021), the study aimed to investigate

the relationship between the multiple value variables (self-direction,stimulation, and universalism) and creative self-efficacy (CSE) as they relate

to creative creativity among undergraduate students The participants consisted

of 831 undergraduate students selected from five Thai public universities.Through a convenience sampling approach, the analysis involved structuralequation modeling and mediation analysis (bootstrapping technique) Theresults of this study indicated that the stimulation value directly predictedcreative ideation Creative self-efficacy had the strongest relationship withcreative ideation The findings also demonstrated that CSE was a mediatorbetween self-direction, stimulation values, and creative ideation Conversely,the universalism value presented a non-significant relationship with CSE and

creative imagination

Besides, Nguyen Thi Hanh & colleagues (2020) were conducted to analyzeand evaluate the factors that affect student’s creativity capability in Hanoi.Factors studied from a theoretical basis include (i) intrinsic motivation, (ii)creative self-efficacy, (iii) creative cognitive style and (iv) organizationalsupport for creativity The study uses a multivariate regression method based

on data analysis from 146 students studying at universities in Hanoi Throughresearch results, the study shows that the student’s creativity capability isinfluenced by intrinsic motivation and organizational support for creativity

According to Matraeva & colleagues (2020), the goal of the research is todetermine the conditions for developing students' creative capacity during thelearning process in higher education institutions The article is based on theresults of qualitative and quantitative research Qualitative research is

represented by expert in-depth interviews with specialists in the field of highereducation Quantitative research consists of a questionnaire of students from

four Moscow higher education institutions The article shows that in the context

of higher education, creativity is considered an integrative property, the keycharacteristic of which is the ability to produce original The study has revealedthat the process of formation of students’ creativity occurs under the influence

of a group of factors in certain conditions: (i) university learning conditions,(ii) learning atmosphere, (iii) participation in creative work, and (iv)

humanitarian disciplines

According to Shubina, I., & Kulakli, A (2019), the purpose of this article

is to study the role of creativity and pervasive learning in the moderneducational model The research was carried out by reviewing the relevantliterature along with a reflective analysis of sub-contexts such as creativity,educational development, pedagogy, and the important factors behind creativedevelopment The creation and influence of technology-based learningsystems The authors have tried to consider all the benefits, challenges, andrisks associated with enhancing creativity with the help of technology in themodern educational model Many studies have been analyzed to answer themain research question: How can a learning environment filled with technologyenhance students' creativity and stimulate their creativity? Research conducted

by reviewing relevant literature with a focus on terminological diversity reflectsthe analysis of sub-categories such as creativity and potential and the role ofperception in the learning process learning process and developing skills andcreativity in an educational context with the use of technology The literaturereview includes studies that address relevant research problems The main

objective is to explore the relationship between the creativity of the young

generation in the field of education and the creation of new knowledge using

common learning methods The study was carried out with a search of the scope

relative to the relevant review literature, their analysis, and synthesis Thefactors given in the study related to factors that maintain or enhance creativityinclude (i) motivation and self-determination, (ii) teaching methods, and (iii)individual differences

Besides, Keinänen, M., Ursin, J., & Nissinen, K (2018) In all sectors ofthe economy, the importance of creativity is underlined Although educationplays a central role in the development of human creativity skills, severalstudies suggest that higher education institutions cannot fulfill these demands

As such, there is a need to update pedagogical practices and develop assessmenttools to measure and develop a person’s creativity capacity This study aims totest and evaluate the functioning of the earlier developed assessment tool tomeasure students’ creativity competencies in the authentic learningenvironments of Finnish higher education institutions The electronic self-

assessment questionnaire was distributed to students (n=495) from four

Finnish universities of applied sciences The results showed that thequestionnaire statements formed a functional creativity competence barometerfor self-assessment, including creative problem-solving, systems thinking, goalorientation, teamwork, and networking competencies The assessment toolfacilitates the development of teaching, assessment, and curriculum design inhigher education

Learning Environments that Support Student Creativity: Developing theSCALE (Carmen Richardson & Punya Mishra, 2018) A descriptive study ofthe development of SCALE — Support for Creativity in a Learning Environment

—a tool for teachers and administrators to help identify and measure the ways

in which learning environments support creativity student creativity Throughthis, the author aims to enrich research surrounding the design of educational