Teaching creativity with emerging digital tools: A systematic review
DOI:
https://doi.org/10.5281/zenodo.17984041Keywords:
creativity, emerging digital tools, education, active methodologies, digital transformationAbstract
This systematic review explores the most recent studies, published between 2021 and 2025, on teaching creativity in Lima classrooms using emerging digital tools. The PRISMA method was applied to rigorously identify, filter, and select 22 key scientific articles from recognized databases such as Scopus, Web of Science, ScienceDirect, and complementary sources. The findings reveal that innovative tools such as gamification, virtual environments, artificial intelligence, augmented reality, and makerspaces significantly activate creative thinking, increase motivation, and foster active student engagement. These impacts are amplified when integrated with dynamic pedagogical methodologies, such as design thinking or project-based learning, which encourage students to experiment, collaborate, and solve real-world problems. Furthermore, the success of these initiatives depends largely on teachers' strong digital skills and institutional policies committed to digital transformation, which pave the way for truly innovative educational practices adapted to the local context. Even so, significant challenges arise that cannot be ignored: the digital divide limits equitable access, teacher training remains insufficient in many cases, and the methodological heterogeneity of the reviewed studies complicates comparisons. Essentially, the pedagogical integration of these technologies not only promotes the full development of educational creativity but also emerges as an essential strategic axis for renewing and enhancing educational processes in the 21st century.
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