| abstract |
| Background In response to the rapid social and educational transformations driven by the Fourth Industrial Revolution, creative thinking competency has emerged as a core capability in future-oriented education. Especially in design education, fostering creative thinking goes beyond artistic expression to include problem-solving, self-reflection, and the ability to synthesize diverse knowledge and experiences. This study aims to develop a systematic design education program to enhance high school students' creative thinking competency by integrating the creative process of design education with the ADDIE instructional design model.
Methods A design education program titled “Color & Layout - Self-Portrait Design” was developed based on the five stages of the ADDIE model―Analysis, Design, Development, Implementation, and Evaluation―and aligned with the creative process in design: Preparation, Exploration, Idea Generation, Implementation, and Evaluation. The program was implemented over four semesters from 2023 to 2025, involving 120 students from K High School in Busan, South Korea. Each semester included 15 weekly sessions in small-group classes. After completing the program, students were asked to evaluate the extent to which their creative thinking competency had improved using a 20-item self-report questionnaire developed by the Korea Educational Development Institute (KEDI, 2020).
Result The self-assessment data revealed high levels of perceived improvement in all four sub-domains of creative thinking competency: divergent thinking, originality and flexibility, curiosity and risk-taking, and inquiry. On average, more than 88% of students responded positively (4 = Agree, 5 = Strongly Agree) to each item. In particular, over 90% of respondents perceived significant growth in divergent thinking and originality, suggesting that activities such as brainstorming, color combination exploration, and rough sketching contributed meaningfully to their creative development.
Conclusion This study holds significance in that it systematically designed a design education program to foster creative thinking competency and verified its effectiveness through practical application. In particular, the program’s theme-based approach, combining self-exploration with visual expression, demonstrated educational potential in enhancing students’ creative thinking. These findings suggest promising applicability of the program to diverse learning environments and interdisciplinary curricula in future research. |
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| Key Words |
| 창의적 사고역량, 디자인 교육, ADDIE 모형, Creative Thinking Competency, Design Education, ADDIE Model |
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