Systematic Literature Review on Landscape Design Education and Innovative Creative Thinking
Keywords:
Landscape Design Education, Creative Thinking, Globalization and Art Education, Student Motivation, Self-Concept in LearningAbstract
This systematic literature review explores the evolving landscape of environmental and landscape art design education in the face of globalization, with a focus on the integration of innovative creative thinking within the educational frameworks of the United States, the United Kingdom, and China. The review examines how global technological advances, cultural exchanges, and socio-economic shifts are compelling art education to transcend traditional paradigms, advocating for curricular reforms that nurture creativity and innovation. Central to this discourse is the role of motivation and self-concept in enhancing students' creative thinking and learning experiences. Drawing on seminal theories such as Self-Determination Theory, Expectancy-Value Theory, the ARCS model of motivation, Pace's Quality of Students’ Effort Theory, and Self-Concept Theory, the review delineates the multifaceted influences on student engagement and creativity in art education. Through a structured methodological approach, this review synthesizes findings from a diverse array of sources to construct a comprehensive perspective on the current state and future directions of landscape design education. The synthesis underscores the need for educational environments that foster intrinsic motivation, build self-efficacy, and cultivate positive self-concepts to empower students to reach their creative potential. This review contributes valuable insights into pedagogical strategies conducive to fostering innovative thinkers, poised to navigate and address the complex challenges of contemporary environmental and landscape design.
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