=Paper=
{{Paper
|id=Vol-3693/paper6
|storemode=property
|title=Creativity and innovation, essential skills for hybrid and online training for university students in Education Sciences
|pdfUrl=https://ceur-ws.org/Vol-3693/paper6.pdf
|volume=Vol-3693
|authors=Eva Aida Ponce Vega,Christian Karlos Moscoso Caro,Arasay Padrón Alvarez,Cristóbal Torres Fernández,Benilde del Carmen Alva Castillo
|dblpUrl=https://dblp.org/rec/conf/jinis/VegaCAFC23
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==Creativity and innovation, essential skills for hybrid and online training for university students in Education Sciences==
https://ceur-ws.org/Vol-3693/paper6.pdf
Creativity and Innovation, Essential Skills for Hybrid and Online
Training for University Students in Education Sciences
Eva Aida Ponce Vega1, Christian Karlos Moscoso Caro2, Arasay Padrón Alvarez3, Cristóbal
Torres Fernández4 and Benilde del Carmen Alva Castillo5
1
Universidad Nacional de San Agustín, Av. Venezuela s/n, 4001, Arequipa, Perú
2
Universidad Nacional de San Agustín, Av. Venezuela s/n, 4001, Arequipa, Perú
3
Universidad Tecnológica de la Habana “José Antonio Echeverría” (Cujae), La Habana, Cuba
4
Universidad de Sevilla, España
5
Universidad Nacional de San Agustín, Av. Venezuela s/n, 4001, Arequipa, Perú
Abstract
The university of the 21st century faces the challenge of adapting and transforming realities
for the good of humanity; for this reason, the training of the following competences is vital:
creativity and innovation. The study, development and strengthening of these is a requirement
in relation to the online and blended learning teaching-learning processes that currently
predominate in Higher Education, which urgently demand these competences. The aim of this
research is to assess the perception of university students of Educational Sciences on creativity
and innovation in their professional training; it is quantitative, using a questionnaire of
perception of competences; the sample corresponds to the type of cluster sampling and is made
up of 100 students. The results show a high perception of the importance of creativity and
innovation in ICT-mediated activities.
Keywords 1
Competences, creativity, innovation, ICT, higher education
1. Introduction
"The progress of humanity is linked to creation as a historical result of the development of society;
thus, creativity is an essential quality of human beings developed in their historical development"
(Borroto, 2017, p. 140).
The sentence with which this analysis begins allows us to highlight the importance of creativity in
the training of professionals, which today's society demands and which in turn requires that it be trained
and developed as part of the personality; creativity is also present as a social value in the contents used
by education (Padrón, 2017, p. 258).
Human beings face a variety of situations in their daily lives that require them to adapt and cope
with difficulties, thus demonstrating not only mastery of the subject matter but also the interaction
and/or complicity that facilitates greater and better communication, fluency and curiosity among
students (Cremin, Barnes, & Scoffham, 2009), integrating an active dynamic in the learning process of
the subjects. Creativity is present in everyone, but its development depends to a large extent on the
appropriation and creation of opportunities in different educational contexts. It is essential to develop
and promote it in universities, as this is where professional training is received (Elisondo,R. C et al,
2009).
JINIS 2023: XXX International Conference on Systems Engineering, October 03–05, 2023, Arequipa, Peru
eponcev@unsa.edu.pe (Eva Aida Ponce Vega); cmoscoso@unsa.edu.pe (Christian Karlos Moscoso Caro); apadron@tesla.cujae.edu.cu
(Arasay Padrón Alvarez); cristobal.torres@campusviu.es (Cristóbal Torres Fernández); balva@unsa.edu.pe (Benilde del Carmen Alva
Castillo)
0000-0002-3812-9235 (Eva Aida Ponce Vega); 0000-0001-7560-5766 (Christian Karlos Moscoso Caro); 0000-0002-2848-7776 (Arasay
Padrón Alvarez) ; 0000-0003-2893-8044 (Cristóbal Torres Fernández); 0000-0002-8354-2723 (Benilde del Carmen Alva Castillo)
©️ 2023 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR Workshop Proceedings (CEUR-WS.org)
CEUR
ceur-ws.org
Workshop ISSN 1613-0073
Proceedings
The challenge for education is to generate learning with pedagogical proposals that present
innovative activities, resorting to unexpected and unpredictable contexts, thus meeting the demands of
students and results (Elisondo et al, 2011). From the above we can conclude that teaching at the
University must free itself from the facile use of slides and bet on inspiration and creativity (Nordstrom
& Korpelainen, 2011), promoting an environment where university teachers must change their
pedagogy by incorporating interaction with their students. In this era of change, it is vital to analyse
how creativity is conceived in the university, since it is here that future professionals are prepared for
insertion into the labour market and is responsible for the learning needs that demand and bring with
them concerns about the consonance between university preparation and the professional competences
demanded by each career. Nowadays, the idea that creativity is something that concerns every educator
and should be at the very heart of every educational process has gained more strength (Borroto, 2017,
p. 137). This position is based on a century dedicated to the analysis and research of creativity; defining
it as a process, activity, skill, ability, capacity and ultimately as a competence, by integrating in it a set
of knowledge, skills, attitudes and abilities that allow for creative behaviour in all personal and
professional activities of human beings (Abarca-Cedeño & Márquez, 2019; Alvarado, 2019).
In this order of ideas and on the basis of the research previously carried out, the present work
describes the results obtained in these orders, from a survey applied to a group of students of the
National University of Saint Agustin (UNSA), of Arequipa, Peru; and that pursues as objective: to value
the perception on the creativity and the innovation of a group of students of 5th year of the Faculty of
Sciences of the Education of the UNSA for the improvement of their professional formation.
The results obtained are based on a combination of theoretical and empirical methods, including the
analytical-synthetic, inductive-deductive and structural-functional systemic approach, which allowed
the generalisation of the results obtained through the instrument applied and which justify the
conclusions reached.
The sample of empirical evidence from the results obtained with the 5th year students of the Faculty
of Education Sciences of the UNSA and the methodological transparency method, allow its application
in other careers, contexts and countries. This will lead to the initial assessment of creativity and
innovation in students, in order to subsequently incorporate its intentionality from the organisation,
planning and management of the educational process in general and in particular from the teaching-
learning process, in order to achieve the training and strengthening of these.
2. Theoretical framework
The conception of pedagogy and didactics is based on the systemic approach that requires the
hierarchical and dependent relationship between the active role of the student as the centre of the
educational process for his or her integral and autonomous development and the correct direction of the
teacher in the training process; in which the role of guide and accompaniment of the student stands out,
constantly interacting with him or her to achieve the competences required by the curriculum, profile
and specific modules.
Creativity has a preponderant role in the teaching-learning process and should be intentionally
planned during the process, activities should be planned to strengthen it, through methods and means
defined for this purpose, evaluated on the basis of the learning outcomes and the student's performance.
The study of creativity emphasises its close relationship with needs, interests and feelings, as well
as the importance of personalisation in the educational process and the critical questioning of the
teaching-learning process. Together with this, the need to innovate in the selection and diversity of
methods, means and assessment strategies is highlighted; in the latter, it is considered essential to
determine the indicators of each activity or task that the student develops, such as determining the
indicators that allow the assessment of their level of creativity (Padrón, Bedregal-Alpaca, Rodríguez
and Torres, 2022, p. 53). It is necessary to highlight the need for vocational training to strengthen
creativity and innovation, in this direction there are many investigations that underline its incidence
through teamwork and collaboration (Morado and Ocampo, 2019; Padrón et al., 2020; Cabero, Barroso,
Rodríguez and Palacios, 2020). This is currently reinforced by the high demand for hybrid and online
training, through the integration of information and communication technologies (ICT), from all its
potential and available resources (Marinoni, Van't Land and Jensen, 2020).
Since the COVID-19 pandemic, higher education has seen the need to integrate ICT in all
educational processes, seeking alternative solutions based on creativity and innovation for the
continuation of the educational process through virtual and distance work. It is of vital importance in
the educational field that teachers can adapt to changes and adopt technologies in their daily practice to
promote creative, significant and autonomous learning in students (Morado and Ocampo, 2019).
In relation to the integration of ICT into the creative process, concepts such as "advanced
technologies" are incorporated, which allows the focus to be placed on the most recent technological
developments (Prendes and Cerdán, 2021, p.34). Advanced technologies are a set of digital tools for
the management of information and communication (ICTs, which integrate all uses of the Internet), but
also technologies that advance in the understanding and application of intelligent processes (artificial
intelligence, robotics or computational thinking) or technologies that transform and extend physical
reality (augmented reality, virtual reality, extended reality). Applications such as virtual simulators,
virtual environments, video games and serious games, 3D printing, the internet of things, cloud
computing, smart devices, home automation, blockchain, a list that is always incomplete and continues
to grow. These digital technologies have a technical dimension and another dimension associated with
their possible applications, in this case in the "educational" order (Prendes and Cerdán, 2021, p. 34).
In the personal, social, cultural and behavioural aspect, creativity contributes a lot to society, as well
as being linked to intelligence, cognitive style, context, problem solving, social changes and mainly
with innovation (Elisondo et al.,2009). Creative pedagogy and integrationism have an interdisciplinary
and multidisciplinary connection that provides tools that facilitate the integrated work of different
disciplines in the educational context. This connection is based on the creation of something new,
integrating content from two or more disciplines, giving greater importance to creative contexts
(Dillon,2006). Also, when we use the term creative action, we infer interactions with different audiences
and with the material environment, either now or in the future (Glaveanu, 2015).
Creativity as a competence in Higher Education is a primordial element in the development of
professional profiles, due to the fact that the university is the space where educational environments
that favour the attainment and development of creativity should be promoted and created.
Understanding creativity as a competence, it has a component of knowledge, ability, skill and faculty
to be able to perform optimally at a professional level (Ibarra and Rodríguez, 2010). To complement
this, creativity allows activities to be carried out in an open way, considering different perspectives and
ways of proceeding, this implies that students are able to respond in an original and novel way, thus
improving the acquisition of knowledge, starting from simple original answers to solving academic
and/or professional situations and tasks (Gómez-Ruiz, M. A., Rodríguez Gómez, G., & Ibarra-Sáiz, M.
S. (2013) and (Suárez & Fontao, 2009).
Innovation in the educational context is widely studied in the pedagogical literature and also in
Didactics, particularly in its incidence through the teaching-learning process (Borroto, 2017, p. 137).
Achieving an innovative and creative process where the student is the centre and demonstrates high
levels of these competences is one of the maximum demands of university education today; and much
more than that, it is one of society's needs for young people and their personal and professional
performance.
In this order of ideas, it is considered appropriate to emphasise the role of the teacher, from the
direction of the teaching-learning process, to the accompaniment, guidance and mediation to provide
the necessary support to students through counselling and individualised attention (Rodríguez and
Padrón 2021; Vázquez et al., 2020).
Together with this, the importance of collaborative learning, the diversity of technologies, resources
and activities is highlighted, where the student not only learns and develops but also becomes involved
in the learning and training process of the other members of the group (Bedregal and Padrón 2020); the
application of active methodologies that require students to participate creatively and innovatively
(Hernández, Cubillas and Padrón, 2022); as well as the creativity and motivation of the teacher, and the
dynamism and interactivity through different materials and real, audiovisual and virtual media, among
others (Gutiérrez and Díaz, 2021; Padrón, Bedregal-Alpaca, Rodríguez and Torres, 2022).
Finally, it is considered appropriate to encourage the deployment of competences such as creativity
and innovation in university environments, from the creative activities themselves and the development
of various innovative actions (Chiecher, Elisondo, Paoloni and Donolo, 2018).
3. Methodology
The research follows a quantitative approach in accordance with the objective set and the purpose to be
achieved. The study population is made up of 177 students in their fifth year of the degree course in
Educational Sciences at the State University of Arequipa, UNSA. The type of sampling is by cluster
and is made up of 100 students.
The instrument used was the CDES - Digital Competences in Higher Education Questionnaire, adapted
from Mengual et al (2011). For the present study, it consists of 12 factors corresponding to the students'
perception of the competences: creativity and innovation.
The results shown below provide a general overview of the students' perception of the two competences
that are valued in their close relationship with the integration of ICT based on the requirements set out
above. They show the importance of continuing to work on the training of competences, especially
those emphasised in this study: creativity and innovation through blended learning (B-Learning) and
distance learning (E-Learning).
Table 1
Age according to gender of university students in Education Sciences
Genre TOTAL
Age Man Woman
Nº. % Nº. % Nº. %
19 a 24 22 22,0 51 51,0 73 73,0
25 a 30 9 9,0 16 16,0 25 25,0
31 a 35 0 0,0 2 2,0 2 2,0
TOTAL 31 31,0 69 69,0 100 100
Table 2
Digital characteristics of university students in Education Sciences
Digital features Nº. %
You have a personal computer
No 20 20,0
Yes 80 80,0
You have Internet access at home
No 13 13,0
Yes 87 87,0
How many hours a week do you use the computer?
One hour or less 7 7,0
More than 1 hour and up to 5 hours 19 19,0
More than 5 hours and up to 20 57 57,0
More than 20 hours 17 17,0
Do you often use the computer for the development
of classroom subjects?
No 12 12,0
Yes 88 88,0
TOTAL 100 100
Table 3
Perception of university students of Education Sciences on creativity and innovation for hybrid and
online training
Creativity and innovation Nº. %
Low 2 2,0
Medium 8 8,0
High 90 90,0
TOTAL 100 100
Table 4
Perception of university students of Education Sciences on the competences required for hybrid and
online learning
Technological Access and Communication Digital
Competences literacy use of and collaboration citizenship
information
Nº. % Nº. % Nº. % Nº. %
Low 3 3,0 2 2,0 2 2,0 2 2,0
Medium 12 12,0 22 22,0 18 18,0 18 18,0
High 85 85,0 76 76,0 80 80,0 80 80,0
TOTAL 100 100 100 100 100 100 100 100
Table 5
Relationship between perceptions of creativity and innovation and technological literacy
Creativity and innovation TOTAL
Technological Low Medium High
literacy Nº. % Nº. % Nº. % Nº. %
Low 2 2,0 0 0,0 1 1,0 3 3,0
Medium 0 0,0 3 3,0 9 9,0 12 12,0
High 0 0,0 5 5,0 80 80,0 85 85,0
TOTAL 2 2,0 8 8,0 90 90,0 100 100
X2=71.24 P<0.05 P=0.00
Table 6
Relationship between perceptions of creativity and innovation and access to and use of information
Access and Creativity and innovation TOTAL
use of Low Medium High
information Nº. % Nº. % Nº. % Nº. %
Low 2 2,0 0 0,0 0 0,0 2 2,0
Medium 0 0,0 6 6,0 16 16,0 22 22,0
High 0 0,0 2 2,0 74 74,0 76 76,0
TOTAL 2 2,0 8 8,0 90 90,0 100 100
X2=114.10 P<0.05 P=0.00
Table 7
Relationship between perceptions of creativity and innovation and communication and collaboration
Communication Creativity and innovation TOTAL
and collaboration Low Medium High
Nº. % Nº. % Nº. % Nº. %
Low 2 2,0 0 0,0 0 0,0 2 2,0
Medium 0 0,0 6 6,0 12 12,0 18 18,0
High 0 0,0 2 2,0 78 78,0 80 80,0
TOTAL 2 2,0 8 8,0 90 90,0 100 100
X2=119.01 P<0.05 P=0.00
Table 7
Relationship between perceptions of creativity and innovation and digital citizenship
Digital Creativity and innovation TOTAL
citizenship Low Medium High
Nº. % Nº. % Nº. % Nº. %
Low 2 2,0 0 0,0 0 0,0 2 2,0
Medium 0 0,0 6 6,0 12 12,0 18 18,0
High 0 0,0 2 2,0 78 78,0 80 80,0
TOTAL 2 2,0 8 8,0 90 90,0 100 100
X2=119.01 P<0.05 P=0.00
Table 3 shows that the majority (90%) of students consider that creativity and innovation in teaching
and learning processes mediated by information and communication technologies (ICT) are highly
important.
Table 4 shows that students consider technological literacy to be of high importance, 22% consider
access to and use of information to be of regular importance, while 80.0% perceive the importance of
digital citizenship to be high.
It can be seen that they have a responsible perception of the practical application of knowledge,
which is evident in the current trend towards developmental learning, which is concerned with linking
theory to the student's professional and personal problems.
The perception of creativity and innovation and technological literacy show a statistically significant
relationship (P<0.05), 80.0% of the students who perceive creativity and innovation to be of high
importance also consider technological literacy to be of high importance in the teaching-educational
processes mediated by information and communication technologies (ICT). Javier Velázquez Sandoval
and Rocío Adela Andrade Cázares in their research concluded that in the type of use and mastery of
ICT tools they show that the students surveyed have a degree of mastery located in the literacy that
allows them to identify and use resources for the search, processing and asynchronous communication
of information in their teaching work. On the other hand, the respondents also present this same level
of mastery in recognising video-communication tools and for the creation of multimedia educational
content, however, their exploitation is not channelled to the educational process. Therefore, the need to
generate and develop digital competences that enable their use for didactic purposes is conceived as a
requirement.
Table 6 shows that the perception of creativity and innovation and access to and use of information
are statistically significantly related (P<0.05). 74.0% of the students who perceive creativity and
innovation to be of high importance also consider access to and use of information to be of high
importance in access to and use of information mediated by information and communication
technologies (ICT).
Table 7 shows that the perception of creativity and innovation and digital citizenship are statistically
significant (P<0.05). 78.0% of the students who perceive creativity and innovation to be of high
importance also consider access to and use of information to be of high importance in access to and use
of information mediated by information and communication technologies (ICT).
Finally, the high percentage obtained in the indicators "developing experiences that stimulate
creative and innovative thinking" and "tending towards professional effectiveness and self-renewal by
incorporating ICT in their work context", responds significantly to the importance of educational
treatment, going beyond instruction and the purely cognitive, directing the gaze of university teachers
towards theories and methodologies that stimulate a more creative, innovative process, which achieves
student participation as the centre of the process through collaborative learning, active methodologies,
learning to learn and learning to teach, formative assessment and active student participation in their
assessment and training; so that they become creatively and responsibly involved in their own and
others' learning process.
4. Conclusions
We found that students consider creativity and innovation to be indispensable in their training as
future teachers, competences that allow them to develop the tasks assigned in collaborative groups,
which leads to training creative and innovative future teachers, promoting them to be original,
spontaneous and promote change, valuing, modifying and testing all the time (Hernández et al., 2015).
Another important finding of the study is that students attach the greatest importance to ICT in their
professional performance and in the stimulation of critical thinking that favours their comprehensive
training. (Gómez-Ruiz, M. A., Rodríguez-Gómez, G., & Ibarra-Sáiz, M. S, 2013).
We note that to enhance knowledge development, collaboration, improvisation and metacognition
need to be implemented in the university classroom (Sawyer, 2015).
Taking into account the findings of the study, it is necessary to understand that in order to develop
the creativity and innovation of university students, new formulas must be implemented in their
training, so as to encourage debate, argumentation and problem solving as a result of learning,
guaranteeing the optimal development of their professional profile and a real training in line with
current needs.
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