Theoretical Foundations and Pedagogical Review on Fostering Creativity in Computer Graphics Education

Abstract

Creativity has become a defining competency in computer graphics (CG) and digital media education, reflecting the evolving demands of global creative industries and the increasing complexity of digital visual communication. Despite this shift, instructional practices in higher education often remain technique-centered, prioritizing software proficiency over conceptual innovation and creative thinking. This narrative literature review synthesizes contemporary research on creativity development in computer graphics education by integrating foundational creativity theories with recent pedagogical and technological developments. Drawing on Amabile’s componential theory, Sternberg’s implicit theory of creativity, and Rhodes’ 4P framework, the review examines how creativity is conceptualized, supported, and assessed within CG learning environments. Recent scholarship indicates a global transition toward learner-centered, project-based, and design-oriented pedagogies supported by digital technologies and reflective assessment practices. Nevertheless, persistent challenges remain in curriculum alignment, creativity assessment, teacher preparedness, and sustainable pedagogical transformation. This review provides theoretical insights and pedagogical implications for educators and curriculum designers seeking to promote creativity-oriented innovation in computer graphics education.