Fostering creativity as a 21st century skill through STEM

Abstract

Throughout the last few decades, there have been considerable efforts among educators and policymakers to promote STEM (Science, Technology, Engineering and Mathematics) subjects and careers, as they are considered to play a key role in boosting economic competitiveness, productivity and innovation. At the same time, an understanding of the importance of creativity as a transversal 21st Century skill also grew, as this too is considered crucial for economic and social development. Several studies have investigated the relationship between creativity and different domains of knowledge, including the arts and STEM, with inconsistent results. There is therefore an unresolved debate regarding whether there is a positive or negative relationship – if any at all – between STEM and creativity. Moreover, the research that has been carried out on this relationship in educational settings has largely been at tertiary level or early education, leaving a gap in the literature at pre-college age. This paper addresses this gap by asking: To what extent does studying STEM in middle and high school enhance creativity as a 21st Century skill? Survey data was gathered from 400 students aged between 11 and 16 in Malta (EU). Correlations and OLS regressions were conducted to test relationships between variables. Results revealed a significant positive relationship between the study of STEM subjects and creativity as measured through Divergent Thinking tests. These findings imply that, in addition to having value in their own right, students should be encouraged to study STEM subjects as they also contribute to the development of creativity.