A Study on Curriculum Development to Propose a New Design Education Model: Focused on Using the Creative Thinking Style Index (CTSI) to Enhance Collaborative Creativity

Kim, Kyungwon and Chang, Juyoung (2024) A Study on Curriculum Development to Propose a New Design Education Model: Focused on Using the Creative Thinking Style Index (CTSI) to Enhance Collaborative Creativity. In: P/References of Design. Cumulus conference proceedings series, 1 . Cumulus Association, Moholy-Nagy University of Art and Design Budapest, Budapest, pp. 483-495. ISBN 978-952-7549-02-5

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Abstract

This study introduces a pedagogical approach in design education, using the Creative Thinking Style Index (CTSI) to foster collaborative creativity among students. It responds to educational changes driven by rapid technological and cultural shifts, emphasizing the need for collaborative and self-directed learning, especially for Generation Z students influenced by digital personalization trends. The research highlights the growing importance of creativity in education, driven by the democratization of creative work through digital platforms. It highlights the personalized learning preferences of Generation Z and the urgent need for education systems to promote more collaborative learning methods. The study identifies a gap in current design education in Asia, particularly in South Korea, where students are not adequately prepared to meet the collaborative and creative demands of today's world. The aim of the study is to propose a new model of design education that focuses on self-directed and collaborative relationships and enhances creative skills through the CTSI. This involves a comprehensive analysis of creative thinking styles and the experimental implementation of a curriculum that promotes collaborative learning. The methodology includes a sequential literature review and the practical application of the CTSI in curriculum development to enhance collaborative creativity and problem solving. Findings indicate that the CTSI effectively enhances students creative thinking styles and fosters a more collaborative learning environment. The CTSI-integrated curriculum was shown to improve students' ability to work together creatively to solve complex problems. The study highlights the importance of mutual understanding and shared perspectives in the collaborative creative process facilitated by the CTSI. The research concludes that the innovative educational model using the CTSI can significantly contribute to the advancement of design education by preparing students with the necessary skills for collaborative and creative problem solving. The model addresses the challenges of personalized learning trends and equips students for future collaborative work environments. It is expected that future research will build on this educational model and continue to demonstrate the value of using CTSI at the undergraduate level through more sophisticated and quantitative experiments.

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