About this Research Topic
Entering the era of knowledge and intelligence, creativity, innovation and entrepreneurship are emphasized as the major power in driving the development of our fast-changing world. Especially, the whole society is calling for innovative talents with higher order abilities to drive forward socio-economic development. Cultivating and educating creative and entrepreneurial talents have gained more attention than ever before. In recent years, emerging technologies, such as artificial intelligence and machine learning, 5G, robotic process automation (RPA), Internet of things (IoT), augmented reality (AR), virtual reality (VR), mixed reality (MR), edge computing, quantum computing, blockchain, open-source hardware, laser cutting, 3D printing, etc., have provided much enlightenment to education, and empowered transformative teaching for STEM/STEAM, maker and entrepreneurship education.
However, despite the consensus on the importance of cultivating students’ higher order abilities and the empowerment brought about by new technologies, many school teachers and university professors still consider it not easy to handle the teaching and learning of students’ higher order abilities, because of the lack of experience and solid theoretical foundation. Hence, mature pedagogies, effective teaching aids, and accurate evaluation tools are desperately needed. Moreover, creativity, innovation, and entrepreneurship, as higher-order abilities of talents, are practice-oriented and action-driven. Ways of linking theories and practices become topics worthy of discussion and research. Though it is acknowledged that creativity is the essential precondition of innovation, and innovation is the prelude for entrepreneurship, their systematic linkage and relational mechanism are still required for further investigations.
In this Research Topic, we aim to solicit a range of original research articles from different disciplines and perspectives that contribute to innovation-oriented education. To this end, there are three potential directions to be addressed. The first one could be scholarly reviews or meta-analyses in the field of creativity, innovation, and entrepreneurship education. The second one could be empirical studies focusing on cultivating students’ higher-order abilities, such as creativity, innovative thinking, collaboration, entrepreneurship, and other 21st century competencies. The third one could be theories and practices of transformative teaching in creative and innovative competencies in different disciplines and domains. Especially, we welcome articles about new technologies or ways of empowering the training of higher-order abilities, and the cultivation of creativity, innovation and entrepreneurship from interdisciplinary perspectives.
Hence, in this Research Topic, we welcome submissions including but not limited to the following dimensions:
- Creativity/ Creative Thinking
- Computational Thinking
- STEM/STEAM education
- Innovative problem-solving
- Design thinking
- Entrepreneurship education
- Entrepreneurial success, entrepreneurial decision making
- Smart Education/Intelligence Education
- Virtual Reality (VR/AR/MR/XR) supported Instruction
- Artificial intelligence in education
- Interdisciplinary/Multidisciplinary education
- Problem-based learning and Project-based learning
- Computer-supported collaborative learning
- Higher-order abilities
However, despite the consensus on the importance of cultivating students’ higher order abilities and the empowerment brought about by new technologies, many school teachers and university professors still consider it not easy to handle the teaching and learning of students’ higher order abilities, because of the lack of experience and solid theoretical foundation. Hence, mature pedagogies, effective teaching aids, and accurate evaluation tools are desperately needed. Moreover, creativity, innovation, and entrepreneurship, as higher-order abilities of talents, are practice-oriented and action-driven. Ways of linking theories and practices become topics worthy of discussion and research. Though it is acknowledged that creativity is the essential precondition of innovation, and innovation is the prelude for entrepreneurship, their systematic linkage and relational mechanism are still required for further investigations.
In this Research Topic, we aim to solicit a range of original research articles from different disciplines and perspectives that contribute to innovation-oriented education. To this end, there are three potential directions to be addressed. The first one could be scholarly reviews or meta-analyses in the field of creativity, innovation, and entrepreneurship education. The second one could be empirical studies focusing on cultivating students’ higher-order abilities, such as creativity, innovative thinking, collaboration, entrepreneurship, and other 21st century competencies. The third one could be theories and practices of transformative teaching in creative and innovative competencies in different disciplines and domains. Especially, we welcome articles about new technologies or ways of empowering the training of higher-order abilities, and the cultivation of creativity, innovation and entrepreneurship from interdisciplinary perspectives.
Hence, in this Research Topic, we welcome submissions including but not limited to the following dimensions:
- Creativity/ Creative Thinking
- Computational Thinking
- STEM/STEAM education
- Innovative problem-solving
- Design thinking
- Entrepreneurship education
- Entrepreneurial success, entrepreneurial decision making
- Smart Education/Intelligence Education
- Virtual Reality (VR/AR/MR/XR) supported Instruction
- Artificial intelligence in education
- Interdisciplinary/Multidisciplinary education
- Problem-based learning and Project-based learning
- Computer-supported collaborative learning
- Higher-order abilities
Keywords: Creativity, Innovation, Entrepreneurship, Learning science, Higher order ability, STEM/STEAM education, Pedagogical Innovation
Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.
