Professional Documents
Culture Documents
Vol 25 Iss 1 Call For Papers PDF
Vol 25 Iss 1 Call For Papers PDF
Objective
Creativity is critical component of any learning programs because it is considered as the most
important 21st century skills (Bryant, 2010; Lin, Shadiev, Hwang, & Shen, 2020; Rhodes, 1987;
Shadiev, Huang, Hwang, & Liu, 2017; Sternberg & Lubart, 1999). Creativity is the ability to
produce work that is original and useful; produced work can be intangible such as an idea or
tangible such as an essay (Sternberg & Lubart, 1999). Creativity relates not only to the product
that results from creative activity but also to the person who creates it, the cognitive processes
involved in the creation of work, and the environmental influences (Mayer, 1989; Rhodes,
1987). Creative learning helps learners be innovative, learn new things, try out new ideas, and
new ways of thinking and problem-solving. Scholars concluded that creativity is very important
in today’s world of innovations and therefore, creative performance needs to be facilitated.
Authentic learning environments play crucial role in promoting creative skills development in
learners (Davies et al., 2013; Jindal-Snape et al., 2013). An authentic environment here is
defined as an environment that “preserves the complexity of the real-life context with rich
situational affordances” (Herrington & Oliver, 2000, p. 180). Authentic learning environments
contains a wide range of available resources that may stimulate learner creativity and make use
of such resources supports the growth of ideas. Furthermore, authentic learning environments
give learners greater freedom for imagination, provide rich contexts for the purpose of
discovering learner schemas and interests. Scholars also argued that authentic contexts reflect
the way that the knowledge will be used by learners in their real life (Herrington & Oliver,
2000; Shadiev, Hwang, & Huang, 2017). Therefore, creative learning in authentic learning
environments need to be encouraged.
Although many studies have considered the applications of advanced educational technologies
to support learning programs, there are not so many studies that focus on creativity. Therefore,
there is a need to propose new ideas related to creative learning in authentic contexts with
advanced educational technologies, which considers various theories, approaches, techniques,
methods, and processes. The aim of this special issue is to collect innovative theoretical work
and original applications related to technology-supported creative learning programs in
authentic contexts. This special issue is going to focus on learning models and theories that
explain this important dimension, their applications for creative learning in authentic contexts
and evidence of their effectiveness based on systematic or empirical data. This special issue is
also going to bring research on novel technologies design and their educational applications
that bridges the innovation, pedagogy and practice in technology-supported creative learning.
This special issue is looking for original scientific contributions in the form of theoretical,
experimental research and case studies applying new perspectives on the topic as well as studies
that make innovative learning programs on technology-supported creative learning scalable
and sustainable.
Topics of interests for this special issue include, but are not limited to the following:
Paper Submission
Submissions (i.e. manuscript and title page) to this special issue should be sent via email to
Prof. Rustam Shadiev (Email: rustamsh@gmail.com).
Authors are kindly requested to read the Aims and Scope of ET&S (see: https://www.j-
ets.net/journal_info/scope) before preparing their submissions for the special issue. All
submissions must comply with requirements stated in the ET&S Author Guidelines, see:
https://www.j-ets.net/author_guide
Please make sure that you use the ET&S template along with the add-ins tool here for preparing
your manuscript. Please prepare your submission in a Microsoft Word file, and name your file
with the full name of the corresponding author, followed by the title of this special issue (e.g.,
Tom Cruise_ Creative learning in authentic contexts with advanced educational
technologies.docx).
Please remove the names and affiliations portion for the review process and only add them
back into the manuscript after your manuscript is accepted for publication.
In addition, please prepare your title page as a separate Microsoft Word file, named as “Title
Page,” followed by the full name of the corresponding author (e.g., Title Page_ Tom
Cruise.docx), and including the following information:
Guest Editors: