Teacher and peer support and sustainable creativity among arts-major undergraduates: a constructivist grounded theory of psychological safety, self-efficacy, and flow

Grounded in the framework of Education for Sustainable Development (ESD), this study investigates how teacher and peer support in higher arts education are experienced within a sustainable learning ecosystem. It focuses on the roles of teacher support and peer support in participants’ accounts of interest, self-efficacy, and continued creative practice. Methods: This study employed a qualitative research method and conducted semi-structured interviews with 12 arts teachers and 12 arts-major undergraduates in Korean universities. Using a constructivist grounded theory approach, the interview transcripts were analyzed through open coding, axial coding, and selective coding (three-level coding). Findings: The findings revealed that: (1) teacher support demonstrated a “dual-mode pattern,” including structured empowerment that supports skill development and emotional care that is associated with psychological safety; and (2) peer support exhibited a “resonance effect”, functioning through cognitive stimulation generated by diverse perspectives and emotional concord formed through shared experiences. Conclusion: Participants’ accounts inform an interactive learning ecosystem model connecting teacher and peer support with psychological safety, interest, self-efficacy, flow, and continued creative practice.