Enhancing Undergraduates’ Creative Thinking through Mathematics Courses: A Systematic Literature Review

Creative thinking (CT) is recognized as a critical competency for global citizens in the 21st century. Despite its significance, systematic reviews examining instructional interventions designed to foster CT in undergraduate mathematics courses remain scare. This study, following PRISMA guidelines, conducts a systematic literature review of articles published between 2019 and 2024. Relevant studies were identified by searching databases such as Web of Science, Scopus, focusing on interventions aimed at enhancing CT in undergraduates within mathematics courses. A selection process narrowed down 589 initially identified articles to 17 relevant studies for in-depth analysis. Both quantitative and qualitative research methodologies were employed to evaluate the characteristics, effectiveness, and assessment tools associated with these interventions. This study emphasizes the importance of strategic pedagogical practices and rigorous evaluation methods in fostering CT within the context of university-level mathematics education. The findings highlight the need for educators to clearly define the objectives of CT, including its attributes, criteria, and standards, prior to implementing any other disciplines to promote CT, various teaching strategies were identified, offering diverse approaches for cultivating CT among undergraduates. However, the effectiveness of these strategies is highly contingent upon their flexibility and accessibility, which allow both students and instructors to adapt and align their efforts effectively. Furthermore, the use of varied assessment tools is critical to accurately measuring the impact of these instructional interventions.