Explicit vs. implicit interventions as a two-branch taxonomy of school-based creativity support

Research Method · All research methods
Evidence · 2 claims (2 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description

The review organizes school-based creativity support into two branches. Explicit interventions are 'intentionally designed programs or instructional units aimed at developing creativity as a specific learning objective', typically structured, time-bound, and measurable. Implicit interventions are 'not framed as direct creativity training but are embedded in everyday classroom practices and broader school environments', operating through pedagogical strategies and contextual conditions. The taxonomy builds on Jeffrey and Craft's distinction between teaching for creativity and creative teaching, and structures the review's three research questions.

Accounts

• Explicit vs. implicit interventions as a two-branch taxonomy of school-based creativity support: The review organizes school-based creativity support into two branches. Explicit interventions are 'intentionally designed programs or instructional units aimed at developing creativity as a specific learning objective', typically structured, time-bound, and measurable. Implicit interventions are 'not framed as direct creativity training but are embedded in everyday classroom practices and broader school environments', operating through pedagogical strategies and contextual conditions. The taxonomy builds on Jeffrey and Craft's distinction between teaching for creativity and creative teaching, and structures the review's three research questions. (Gu et al. (2026))

Claims

• Explicit creativity training programs are effective in fostering creativity in formal schooling [+M]
• Implicit pedagogical approaches—inquiry, open-ended tasks, cross-disciplinary and student-centered learning—contribute significantly to creativity development [+M]

Related Research Methods

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Key Sources

• Gu, X., Ritter, S. M., Frossard, F., van den Boom, L., Delfmann, L. R. & Barajas, M. (2026). Fostering creativity in formal schooling: A systematic review of explicit and implicit interventions for young learners. Educational Research Review. https://doi.org/10.1016/j.edurev.2026.100784

Page metadata

Field	Value
type	research-method
id	explicit-vs-implicit-interventions-as-a-two-branch-taxonomy-of-school-based-creativity-sup
title	Explicit vs. implicit interventions as a two-branch taxonomy of school-based creativity support
description	The review organizes school-based creativity support into two branches.
status	review
generated	by process:settle-candidates on 2026-10-21
trust	unverified — no one has confirmed this page's content

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