Lin’s creative pedagogy framework as a strategy for fostering creative learning in Ghanaian schools

Abstract

Educating students who have higher order thinking skills and making sure they develop conceptual understanding of the various concepts learnt in school makes it imperative for educators, to help students develop creative learning strategies. It is for this reason, among others, that the concept of creative learning has been identified as the way to mould the 21st-century learner, and compelling evidence can be adduced from the Finnish and Singaporean models of creative learning environment. Apart from these models from these two countries, extant literature has proved that children can live more independently when they are allowed to use their creative abilities and when this is enhanced in the school setting. We, in this light, gleaned and reviewed relevant literature pertaining to fostering creative learning and its concomitant challenges. In the end, we positioned Lin’s creative pedagogy as a framework that is instrumental in fostering creative learning in Ghanaian classrooms and that in spite of the challenges that may arise from implementing this framework, there are inherent strategies that are helpful in making learners creative.