Cultivating the capacity for creative problem-solving to attain the Sustainable Development Goals (SDGs) has received significant attention in higher education since the inception of the SDGs in 2015. Prior research has demonstrated that mindfulness-based learning can enhance one's self-efficacy in creativity. Moreover, creativity dispositions have been identified as predictors of self-efficacy in creativity. However, the specific influence of mindful learning and creativity disposition on self-efficacy in creative problem-solving remains unexplored. Accordingly, this study aimed to explore the interplay between mindful learning, creativity disposition, and self-efficacy in creative problem-solving within the context of Sustainable Development Goals (SDGs) practices. A 16-week experimental instructional program was implemented within a liberal education course, involving 44 college students as participants. The instructional framework leveraged the Canvas platform, emphasizing mindful learning through deliberate habit changes, creative problem-solving exercises, and self-reflection. Process model analysis revealed that creativity disposition served as a complete mediator between mindfulness in digital learning and self-efficacy in creative problem-solving throughout the SDGs pursuit. Essentially, the impact of mindful learning on creative problem-solving efficacy was mediated by the cultivation of creativity dispositions. These findings underscore the importance of incorporating mindful learning practices into digital learning environments to enhance creative problem-solving skills, particularly in the context of achieving SDGs.

Authors:
Chia-Hsiang Ma, National Chengchi University, Taiwan
Yu-chu Yeh, National Chengchi University, Taiwan
Xingzi Yu, National Chengchi University, Taiwan
Ming Wei Gabriel Chua, National Chengchi University, Taiwan

About the Presenter(s)
Mr Chia-Hsiang Ma is a University Doctoral Student at National Chengchi University, Taiwan, R.O.C. in Taiwan

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