Fostering Creative Thinking through Interdisciplinary Teaching: A Meta-Analysis of Effectiveness

• In Event: Cognition, Emotion, Motivation, and Creativity: Evidence for Holistic Learning Design

Abstract

Interdisciplinary teaching has been proposed as a promising approach to foster creative thinking skill. However, empirical research on its effectiveness remains inconsistent. This meta-analysis synthesized results from 51 empirical studies to examine its impact and moderators. Analysis of 66 effect sizes from 6,926 participants revealed a significant positive effect on creative thinking, with significant heterogeneity observed between studies. Specifically, interdisciplinary teaching enhances creative thinking processes and practical abilities, although its influence on creative personality traits is more limited. Interdisciplinary teaching was found to be most effective in kindergarten and elementary school settings, particularly within science and art courses, with scientific inquiry emerging as the most impactful theme. Additionally, medium-duration interventions further enhanced the positive outcomes.

Authors

• Xingpeng Zhang, East China Normal University

• Shaohui Chi, East China Normal University

• Zuhao Wang, East China Normal University