From Knowledge to Competence: Creative Pedagogy and the Formation of Reflective Learners – Insights from Norway
Drawing on personal experience, the project aims to explore the role of creative pedagogy in developing 21st-century skills in higher education, with a particular focus on teaching practices. The study is based on three major theoretical perspectives: Bandura’s Social Learning Theory (1971), Dewey’s Theory of Active Learning (1938), and Freire’s Critical Pedagogy (1972; 1994). In addition, it incorporated insights from recent research on creative pedagogy published within the last two years (Holovchuk et al., 2024; Habib et al., 2025; Schwittay, 2025; Glynn, 2025; Jermstad, 2025). The study’s methodology adopts an autoethnographic design, incorporating a phenomenological perspective to investigate lived experiences. The preliminary findings are structured into three categories: active learning methods (Problem-Based Learning, Microteaching, Dialog-Café, Flipped Classroom, etc.); social competences (idea sharing, co-creation, communication, active listening, relationship building); and values (responsibility, respect, trust, and diversity). The study may promote both students’ personal and professional growth while strengthening teaching practice.
Publisert i 43rd International Human Science Research Conference, 2026
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