Creativity in contemporary higher education in the context of the artificial intelligence expansion
Abstract
In the paper it is discussed what are the potential possibilities to foster creativity in contemporary higher education in the context of the artificial intelligence expansion based on theoretical analysis of sources and the findings of a pilot empiric study. The aim of this paper is to discuss aspects for potential development of creativity in higher education in the context of the artificial intelligence expansion. The objectives are organized around the research question: what are the aspects of studies in the context the artificial intelligence expansion that students in higher education experience and note today as relevant for their studies (potentially – for professional activity)? Methods of critical analyses of references, theoretical considerations, reflections on authors’ personal experiences, and a pilot empiric study, involving respondents/students, were employed for the development of the paper. Results of an empiric study are presented together with the conclusions that students in higher education conceptualise expansion of the artificial intelligence quite broadly and to a major degree – optimistically, with some attention on creativity and quite extensive attention to changes in culture.
Keyword : aspects of studies in the context the artificial intelligence expansion, creativity, expansion of the artificial intelligence, expectations for the learning, higher education studies, intercultural competence
How to Cite
Butrimė, E., & Zuzevičiūtė, V. (2025). Creativity in contemporary higher education in the context of the artificial intelligence expansion. Creativity Studies, 18(1), 185–196. https://doi.org/10.3846/cs.2025.20230
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
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Humphries, J. (2010). Cambridge studies in economic history. Childhood and child labour in the British industrial revolution. Cambridge University Press. https://doi.org/10.1017/CBO9780511780455
Jacobs, K. (2022). Cultivating creativity. Work: A Journal of Prevention, Assessment and Rehabilitation, 73(3), Article 751. https://doi.org/10.3233/WOR-223645
Kaplan-Rakowski, R., Grotewold, K., Hartwick, P., & Papin, K. (2023). Generative AI and teachers’ perspectives on its implementation in education. Journal of Interactive Learning Research, 34(2), 313–338.
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Norvilienė, A., & Zuzevičiūtė, V. (2011). Mokytojų požiūris į tarpkultūrinės kompetencijos raišką. Tiltai, 3(56), 111–124.
Peters, M. A. (2017). Technological unemployment: Educating for the fourth industrial revolution. Educational Philosophy and Theory, 49(1), 1–6. https://doi.org/10.1080/00131857.2016.1177412
Pham, S. T. H., & Sampson, P. M. (2022). The development of artificial intelligence in education: A review in context. Journal of Computer Assisted Learning, 38(5), 1408–1421. https://doi.org/10.1111/jcal.12687
Pielmuş, C. (2019). Fostering Intercultural competence in teaching English for law enforcement. Studia Universitatis Babeș-Bolyai: Psychologia–Paedagogia, 64(1), 117–131. https://doi.org/10.24193/subbpsyped.2019.1.07
Popenici, S. A. D., & Kerr, Sh. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and Practice in Technology Enhanced Learning, 12. https://doi.org/10.1186/s41039-017-0062-8
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Schiff, D. (2021). Out of the laboratory and into the classroom: The future of artificial intelligence in education. AI and Society, 36, 331–348. https://doi.org/10.1007/s00146-020-01033-8
Shalfrooshan, A., Riley, P., & Mescal, M. (2019). Working with diversity: Defining and assessing intercultural competence. Assessment and Development Matters, 11(3), 10–13. https://doi.org/10.53841/bpsadm.2019.11.3.10
Sommer, L. (2015). Industrial revolution – Industry 4.0: Are German manufacturing SMEs the first victims of this revolution? Journal of Industrial Engineering and Management, 8(5), 1512–1532. https://doi.org/10.3926/jiem.1470
Strzelecki, A. (2024). To use or not to use ChatGPT in higher education? A study of students’ acceptance and use of technology. Interactive Learning Environments, 32(9), 5142–5155. https://doi.org/10.1080/10494820.2023.2209881
Trust, T., Whalen, J., & Mouza, Ch. (2023). ChatGPT: Challenges, opportunities, and implications for teacher education. Contemporary Issues in Technology and Teacher Education, 23(1), 1–23.
Valiuškevičiūtė, A. (2000). Lateralinio mintijimo procesas kūrybinio mąstymo pratybose. Pedagogika, 46, 3–13.
Walker Rettberg, J. (2022). ChatGPT is multilingual but monocultural, and it’s learning your values. Jill Walker Rettberg. https://jilltxt.net/right-now-chatgpt-is-multilingual-but-monocultural-but-its-learning-your-values/
Yuan, Y., Humphrey, S. E., & Knippenberg, van D. (2022). From individual creativity to team creativity: A meta‐analytic test of task moderators. Journal of Occupational and Organizational Psychology, 95(2), 358–404. https://doi.org/10.1111/joop.12380
Zuzeviciute, V. (2018, 5 December). Possible impact of robotisation, fourth age and educational implications. In D. Rutkauskiene & R. Bartkute (Eds.), ALTA’18: Advanced Learning Technologies and Applications. Games for Education: Conference Proceedings, 5th of December, 2018. Conference Advanced Learning Technologies: Games for Education 2018 (pp. 9–12). Kaunas University of Technology.
Zuzeviciute, V., & Butrime, E. (2016, 14–16 November). Contemporary university and virtual learning environments – pathway towards effectiveness or alienation? In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), ICERI 2016: 9th Annual International Conference of Education, Research and Innovation. Conference Proceedings (pp. 8839–8846). Seville, Spain. IATED Academy. https://doi.org/10.21125/iceri.2016.0990
Zuzeviciute, V., & Butrime, E. (2019, 11–13 November). Possible implications of influx robotisation and the AI for education and professions. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), ICERI 2019: 12th Annual International Conference of Education, Research and Innovation. Conference Proceedings (pp. 9826–9830). Seville, Spain. IATED Academy. https://doi.org/10.21125/iceri.2019.2400
Zuzevičiūtė, V., & Krzywosz-Rynkiewicz, B. (2023). The workdays and weekends of democracy in Lithuanian young adults’ calendar. In B. Krzywosz-Rynkiewicz & K. J. Kennedy (Eds.), Asia–Europe education dialogue. Reconstructing Democracy and Citizenship Education: Lessons from Central and Eastern Europe (pp. 143–159). K. J. Kennedy (Ed.). Routledge. https://doi.org/10.4324/9781003140528-11
Zuzevičiūtė, V., Pranevičienė, B., Simanavičienė, Ž., & Vasiliauskienė, V. (2017). Internationalization of higher education: Lithuanian experience in Bologna process and beyond. Montenegrin Journal of Economics, 13(1), 73–86. https://doi.org/10.14254/1800-5845/2017.13-1.5
Baidoo-Anu, D., & Owusu Ansah, L. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7(1), 52–62. https://doi.org/10.61969/jai.1337500
Barrow, E. C. (2023). Defining intercultural competence: How four pre-service teachers developed a more complex understanding of ICC. Journal of Global Education and Research, 7(1), 1–17. https://doi.org/10.5038/2577-509X.7.1.1210
Bea, E. (2022). Human duties and rights in an intercultural perspective. The Age of Human Rights Journal, 19, 1–22. https://doi.org/10.17561/tahrj.v19.7375
Bennett, J. M. (2008). On becoming a global soul: A path to engagement during study abroad. In V. Savicki (Ed.), Developing intercultural competence and transformation: Theory, research, and application in international education (pp. 13–31). Stylus Publishing, LLC. https://doi.org/10.4324/9781003444169-3
Biondi Situmorang, D. D., Mini Agoes Salim, R., Ifdil, I., Liza, L. O., Rusandi, M. A., Hayati, I. R., Amalia, R., Muhandaz, R., & Fitriani, A. (2023). The current existence of ChatGPT in education: A double-edged sword? Journal of Public Health, 45(4), e799–e800. https://doi.org/10.1093/pubmed/fdad082
Bižys, N., & Zuzevičiūtė, V. (2002). Edward de Bono and teaching English in Lithuania 1991 to 2001. Studies about Languages Journal, 2(8), 52–57.
Blomberg, A. J., & Kallio, T. J. (2022). A review of the physical context of creativity: A three‐dimensional framework for investigating the physical context of creativity. International Journal of Management Reviews, 24(3), 433–451. https://doi.org/10.1111/ijmr.12286
Bono, de E. (2008). Creativity workout: 62 exercises to unlock your most creative ideas. Ulysses Press.
Butrimė, E., & Zuzevičiūtė, V. (2014). E-learning as a socio-cultural system: Towards a balanced development. LAP LAMBERT Academic Publishing.
Celik, I., Dindar, M., Muukkonen, H., & Järvelä, S. (2022). The promises and challenges of artificial intelligence for teachers: A systematic review of research. TechTrends, 66, 616–630. https://doi.org/10.1007/s11528-022-00715-y
Chen, Y., Jensen, S., Albert, L. J., Gupta, S., & Lee, T. (2023). Artificial intelligence (AI) student assistants in the classroom: Designing chatbots to support student success. Information Systems Frontiers, 25, 161–182. https://doi.org/10.1007/s10796-022-10291-4
Chédru, M., & Delhoume, C. (2023). How does studying abroad affect engineering students’ intercultural competence: A longitudinal case study. European Journal of Engineering Education, 48(3), 375–390. https://doi.org/10.1080/03043797.2023.2171853
Deardorff, D. K. (2008). Intercultural competence: A definition, model, and implications for education abroad. In V. Savicki (Ed.), Developing intercultural competence and transformation: Theory, research, and application in international education (pp. 32–52). Stylus Publishing, LLC. https://doi.org/10.4324/9781003444169-4
European Commission. (2009). Progress towards the Lisbon objectives in education and training: Indicators and benchmarks – 2009 (Commission Stuff Working Document). Publications Office of the European Union.
Gallardo-Albarrán, D., & Jong, de H. (2021). Optimism or pessimism? A composite view on English living standards during the industrial revolution. European Review of Economic History, 25(1), 1–19. https://doi.org/10.1093/ereh/heaa002
Gardner, H. (2011). Frames of mind: The theory of multiple intelligences. Basic books.
Goertzel, B. (2014). Artificial general intelligence: Concept, state of the art, and future prospects. Journal of Artificial General Intelligence, 5(1), 1–46. https://doi.org/10.2478/jagi-2014-0001
Gross, L. (2023). Creativity: Process and personality. A Media Studies Press. https://doi.org/10.32376/3f8575cb.60b97b6f
Guillén-Yparrea, N., & Ramírez-Montoya, M. S. (2023). Intercultural competencies in higher education: A systematic review from 2016 to 2021. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2023.2167360
Harvey, S., & Berry, J. W. (2023). Toward a meta-theory of creativity forms: How novelty and usefulness shape creativity. The Academy of Management Review, 48(3), 504–529. https://doi.org/10.5465/amr.2020.0110
Heaven, W. D. (2023). ChatGPT is everywhere. Here’s where it came from. MIT Technology Review. https://www.technologyreview.com/2023/02/08/1068068/chatgpt-is-everywhere-heres-where-it-came-from/
Humphries, J. (2010). Cambridge studies in economic history. Childhood and child labour in the British industrial revolution. Cambridge University Press. https://doi.org/10.1017/CBO9780511780455
Jacobs, K. (2022). Cultivating creativity. Work: A Journal of Prevention, Assessment and Rehabilitation, 73(3), Article 751. https://doi.org/10.3233/WOR-223645
Kaplan-Rakowski, R., Grotewold, K., Hartwick, P., & Papin, K. (2023). Generative AI and teachers’ perspectives on its implementation in education. Journal of Interactive Learning Research, 34(2), 313–338.
Lowe, R., & Leike, J. (2022). Aligning language models to follow instructions. OpenAI. https://openai.com/index/instruction-following/
Luckin, R., & Cukurova, M. (2019). Designing educational technologies in the age of AI: A learning sciences-driven approach. British Journal of Educational Technology, 50(6), 2824–2838. https://doi.org/10.1111/bjet.12861
Mollman, S. (2022). ChatGPT gained 1 million users in under a week. Here’s why the AI chatbot is primed to disrupt search as we know it. Yahoo! Finance. https://finance.yahoo.com/news/chatgpt-gained-1-million-followers-224523258.html
Norvilienė, A., & Zuzevičiūtė, V. (2011). Mokytojų požiūris į tarpkultūrinės kompetencijos raišką. Tiltai, 3(56), 111–124.
Peters, M. A. (2017). Technological unemployment: Educating for the fourth industrial revolution. Educational Philosophy and Theory, 49(1), 1–6. https://doi.org/10.1080/00131857.2016.1177412
Pham, S. T. H., & Sampson, P. M. (2022). The development of artificial intelligence in education: A review in context. Journal of Computer Assisted Learning, 38(5), 1408–1421. https://doi.org/10.1111/jcal.12687
Pielmuş, C. (2019). Fostering Intercultural competence in teaching English for law enforcement. Studia Universitatis Babeș-Bolyai: Psychologia–Paedagogia, 64(1), 117–131. https://doi.org/10.24193/subbpsyped.2019.1.07
Popenici, S. A. D., & Kerr, Sh. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and Practice in Technology Enhanced Learning, 12. https://doi.org/10.1186/s41039-017-0062-8
Pulver, A., & Shoard, C. (2023). The hollywood actors’ strike: Everything you need to know. The Guardian. https://www.theguardian.com/culture/2023/jul/14/the-hollywood-actors-strike-everything-you-need-to-know
Ross, A., & Zuzevičiūtė, V. (2011). Border crossings, moving borders: Young peoples’ constructions of identities in Lithuania in the early 21st Century. Vocational Training: Research and Realities, 20, 38–47.
Schiff, D. (2021). Out of the laboratory and into the classroom: The future of artificial intelligence in education. AI and Society, 36, 331–348. https://doi.org/10.1007/s00146-020-01033-8
Shalfrooshan, A., Riley, P., & Mescal, M. (2019). Working with diversity: Defining and assessing intercultural competence. Assessment and Development Matters, 11(3), 10–13. https://doi.org/10.53841/bpsadm.2019.11.3.10
Sommer, L. (2015). Industrial revolution – Industry 4.0: Are German manufacturing SMEs the first victims of this revolution? Journal of Industrial Engineering and Management, 8(5), 1512–1532. https://doi.org/10.3926/jiem.1470
Strzelecki, A. (2024). To use or not to use ChatGPT in higher education? A study of students’ acceptance and use of technology. Interactive Learning Environments, 32(9), 5142–5155. https://doi.org/10.1080/10494820.2023.2209881
Trust, T., Whalen, J., & Mouza, Ch. (2023). ChatGPT: Challenges, opportunities, and implications for teacher education. Contemporary Issues in Technology and Teacher Education, 23(1), 1–23.
Valiuškevičiūtė, A. (2000). Lateralinio mintijimo procesas kūrybinio mąstymo pratybose. Pedagogika, 46, 3–13.
Walker Rettberg, J. (2022). ChatGPT is multilingual but monocultural, and it’s learning your values. Jill Walker Rettberg. https://jilltxt.net/right-now-chatgpt-is-multilingual-but-monocultural-but-its-learning-your-values/
Yuan, Y., Humphrey, S. E., & Knippenberg, van D. (2022). From individual creativity to team creativity: A meta‐analytic test of task moderators. Journal of Occupational and Organizational Psychology, 95(2), 358–404. https://doi.org/10.1111/joop.12380
Zuzeviciute, V. (2018, 5 December). Possible impact of robotisation, fourth age and educational implications. In D. Rutkauskiene & R. Bartkute (Eds.), ALTA’18: Advanced Learning Technologies and Applications. Games for Education: Conference Proceedings, 5th of December, 2018. Conference Advanced Learning Technologies: Games for Education 2018 (pp. 9–12). Kaunas University of Technology.
Zuzeviciute, V., & Butrime, E. (2016, 14–16 November). Contemporary university and virtual learning environments – pathway towards effectiveness or alienation? In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), ICERI 2016: 9th Annual International Conference of Education, Research and Innovation. Conference Proceedings (pp. 8839–8846). Seville, Spain. IATED Academy. https://doi.org/10.21125/iceri.2016.0990
Zuzeviciute, V., & Butrime, E. (2019, 11–13 November). Possible implications of influx robotisation and the AI for education and professions. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), ICERI 2019: 12th Annual International Conference of Education, Research and Innovation. Conference Proceedings (pp. 9826–9830). Seville, Spain. IATED Academy. https://doi.org/10.21125/iceri.2019.2400
Zuzevičiūtė, V., & Krzywosz-Rynkiewicz, B. (2023). The workdays and weekends of democracy in Lithuanian young adults’ calendar. In B. Krzywosz-Rynkiewicz & K. J. Kennedy (Eds.), Asia–Europe education dialogue. Reconstructing Democracy and Citizenship Education: Lessons from Central and Eastern Europe (pp. 143–159). K. J. Kennedy (Ed.). Routledge. https://doi.org/10.4324/9781003140528-11
Zuzevičiūtė, V., Pranevičienė, B., Simanavičienė, Ž., & Vasiliauskienė, V. (2017). Internationalization of higher education: Lithuanian experience in Bologna process and beyond. Montenegrin Journal of Economics, 13(1), 73–86. https://doi.org/10.14254/1800-5845/2017.13-1.5