DEVELOPING STUDENTS’ CREATIVE THINKING IN STEAM EDUCATION BASED ON THE ACMEOLOGICAL APPROACH

Authors

  • Yulchiyev Avazbek Muratdjanovich Graduate student at Asia International University

DOI:

https://doi.org/10.55640/

Keywords:

Acmeology; STEAM education; Creative thinking; Metacognition; Personalized learning; Innovation; Sustainability; Reflective practice

Abstract

This study explores the development of students’ creative thinking in STEAM education based on the acmeological approach. It examines how acmeology—focused on personal peak development—can be integrated into interdisciplinary education to enhance creativity, metacognitive skills, and problem-solving abilities. The research emphasizes feedback loops, mentorship, self-directed projects, personalized learning paths, and socially responsible innovation as key strategies for fostering high-level creative competence. The study highlights the significance of sustainability-oriented projects, interdisciplinary cognitive flexibility, and reflective practices in achieving optimal personal and professional growth. Empirical and theoretical findings demonstrate that the acmeological approach effectively cultivates independent, innovative, and socially conscious learners capable of addressing complex modern challenges.

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References

1.Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.

2.Henriksen, D. (2017). Creativity and ethics in STEAM education. Journal of Creative Education, 5(4), 210–223.

3.Lee, H., Krajcik, J., & McNeill, K. (2019). Project-based learning and sustainability in STEM/STEAM. International Journal of STEM Education, 6(1), 12.

4.Pane, J. F., Steiner, E. D., Baird, M. D., & Hamilton, L. S. (2017). Informing progress: Insights on personalized learning implementation. RAND Corporation.

5.Collins, A., Brown, J. S., & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American Educator, 15(3), 6–11.

6.Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark. Educational Psychologist, 42(2), 99–107.

7.Csikszentmihalyi, M. (1997). Creativity: Flow and the psychology of discovery and invention. New York: HarperCollins.

8.Tikhomirov, N. M. (2003). Acmeology and educational development. Moscow: Institute of Psychology.

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Published

2025-12-28

Issue

Vol. 4 No. 11 (2025): Journal of Multidisciplinary Sciences and Innovations

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors retain the copyright of their manuscripts, and all Open Access articles are disseminated under the terms of the Creative Commons Attribution License 4.0 (CC-BY), which licenses unrestricted use, distribution, and reproduction in any medium, provided that the original work is appropriately cited. The use of general descriptive names, trade names, trademarks, and so forth in this publication, even if not specifically identified, does not imply that these names are not protected by the relevant laws and regulations.

How to Cite

DEVELOPING STUDENTS’ CREATIVE THINKING IN STEAM EDUCATION BASED ON THE ACMEOLOGICAL APPROACH. (2025). Journal of Multidisciplinary Sciences and Innovations, 4(11), 3263-3268. https://doi.org/10.55640/

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