Shu Yu, Ho Shin-Jia, Huang Tien-Chi
General Education Center, National Taichung University of Science and Technology, Taichung, Taiwan.
Department of Information Management, National Taichung University of Science and Technology, Taichung, Taiwan.
Front Psychol. 2020 Aug 13;11:1878. doi: 10.3389/fpsyg.2020.01878. eCollection 2020.
Innovation can include creativity, innovation mechanisms, and entrepreneurship. The ability to innovate is an important indicator of economic and social development, and creativity is an educational indicator of learning effectiveness. This article explores creativity and innovation from an educational perspective and proposes a sustainability-oriented creativity, innovation, and entrepreneurship education framework that uses creative problem solving. This framework contains four layers and three dimensions. The first layer concerns the thinker and basic structure, and the second layer contains the catalyst of sustainable development goals (SDGs). The third layer is the advanced structure of cultivating SDG thinkers. The final layer is the generation of students who will attempt to start up social enterprises. The three aspects apply the creative nature of diffuse thinking to social innovation; apply demand expansion to extend individual needs to societal needs; and apply educational goal development to encourage sustainability. We expect this framework, which can turn thinkers into doers through creativity and social innovation, to apply to different disciplines. This article provides suggestions for (1) designing curriculum in creativity, innovation, and entrepreneurship education (CIE) for different education level and (2) transitioning technical and vocational education in developing economies on the road to sustainable development.
创新可以包括创造力、创新机制和创业精神。创新能力是经济和社会发展的重要指标，而创造力是学习成效的一项教育指标。本文从教育视角探讨创造力和创新，并提出一个以可持续发展为导向的创造力、创新及创业教育框架，该框架运用创造性问题解决方法。此框架包含四个层次和三个维度。第一层涉及思考者和基本结构，第二层包含可持续发展目标（SDGs）的催化剂。第三层是培养可持续发展目标思考者的进阶结构。最后一层是将尝试创办社会企业的学生的产生。这三个方面将发散性思维的创造性本质应用于社会创新；将需求扩展应用于把个人需求延伸至社会需求；并将教育目标发展应用于鼓励可持续性。我们期望这个能通过创造力和社会创新将思考者转变为行动者的框架适用于不同学科。本文为（1）针对不同教育水平设计创造力、创新及创业教育（CIE）课程，以及（2）发展中经济体的技术和职业教育在通往可持续发展的道路上进行转型提供建议。
