How Higher Education Students in West Bengal Perceive Creative Thinking in Their Learning Process: A Theoretical Exploration

Abstract

Creative thinking is crucial in higher education, fostering problem-solving, innovation, and adaptability. This study explored how students in West Bengal perceived creative thinking in their learning, drawing from theories and existing research. While global studies emphasized creativity’s importance, students in West Bengal struggled to integrate it due to rigid curricula, exam-driven learning, and institutional barriers. The research analyzed how socio-cultural factors, teaching methods, and policies like the National Education Policy (NEP) 2020 influenced students' creative engagement. Findings revealed that although students valued creative thinking, traditional academic structures often restricted its practical application. Institutional support, faculty training, and curriculum flexibility were essential for fostering creativity. The study underscored the importance of interdisciplinary learning, alternative assessments, and digital tools in promoting creative engagement. Bridging the gap between urban and rural institutions was also necessary to ensure equal access to creativity-driven education. By assessing theoretical perspectives and existing challenges, this study provided insights into how higher education in West Bengal could evolve to nurture creativity. Future research should investigate the impact of innovative teaching strategies and policy changes on students' creative development. Integrating creativity into academic structures would better prepare students for dynamic careers and equip them with skills for an ever-changing global landscape.