Critical Thinking, Creativity and Innovation in Educational Practice

Clicks: 12
ID: 332686
2026
Free PDF
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This article has not been analysed, so there is no overall score — reader engagement is measured and shown alongside.
AI Quality Assessment
Not analyzed
Readership in this journal
Steady

Ranked #44 of 49 articles by views in SRAI Journal of Linguistics and Social Sciences

Most read Least read

Bar heights use a square-root scale.

Mint this article as an NFT
Not yet minted

Create a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.

5 SUSD one-off · no wallet required
Sign in to mint
Abstract
Education in the twenty-first century requires learners to possess competencies that extend beyond mastery of subject content. Critical thinking, creativity and innovation have emerged as indispensable skills for preparing individuals to navigate increasingly complex social, economic and technological environments. This paper examines the concepts of critical thinking, creativity, and innovation and explores their significance within contemporary educational practice. Drawing upon current educational theories and empirical evidence, the paper argues that these three competencies are interdependent and collectively contribute to meaningful learning, problem-solving, knowledge construction and lifelong learning. Critical thinking enables learners to analyse information objectively, evaluate evidence and make reasoned decisions, while creativity encourages the generation of original ideas and multiple solutions to problems. Innovation represents the practical application of creative ideas to improve educational processes, teaching practices and learning outcomes. The article further discusses theoretical perspectives underpinning these constructs, including constructivist learning theory, Bloom’s revised taxonomy and socio-cultural learning theory. Practical strategies for integrating critical thinking, creativity and innovation into classroom instruction are examined, with emphasis on inquiry-based learning, collaborative learning, project-based learning, digital technologies and authentic assessment. The paper also identifies institutional, pedagogical, and socio-cultural barriers that hinder effective implementation and proposes recommendations for educators, school administrators, policymakers, counselors and curriculum developers. It concludes that educational systems that intentionally cultivate critical thinking, creativity and innovation are better positioned to prepare learners for future careers, civic engagement and sustainable development. Consequently, these competencies should become central goals of curriculum design, teacher professional development, educational leadership and policy formulation in the rapidly evolving knowledge society.
Reference Key
musah2026critical Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Ebikabowei Musah
Are you one of these authors? Claim your profile
Journal SRAI Journal of Linguistics and Social Sciences
Year 2026
DOI
10.5281/zenodo.23150974
URL
https://sraijlss.com/index.php/sraijlss/article/view/62
Keywords Keywords not found

Citations

No citations found. To add a citation, contact the admin at info@scimatic.org

Comments

No comments yet. Be the first to comment on this article.