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3 Pakistan J.L. Analysis & Wisdom 253 (2024)
Fostering Creativity at Higher Education Institutes: Pedagogical Approaches

handle is hein.journals/pknjlolw3 and id is 2052 raw text is: Pakistan Journal of Law, Analysis and Wisdom Volume No. 3, Issue No. 8, August 2024 e-ISSN: 2959-0825, p-ISSN: 2959-0817 http:/pj 1w&cEmN Fostering Creativity at Higher Education Institutes: Pedagogical Approaches Bilal Shaukat Institute of Peace and Conflict Studies, University of Peshawar bilaLshoukat t@uop~edu~pk Jamil Ahmad Institute of Peace and Conflict Studies, University of Peshawar Muhammad Asfandyar Institute of Peace and Conflict Studies, University of Peshawar Abstract This research paper examines the pedagogical approaches adopted by teachers in the undergraduate program at the University of Peshawar and their influence on creativity and critical thinking among students. Specifically, the study focuses on various themes and debates such as uniform books and dress, cognition, free and open environment, out-of- the-box thinking, pro-activeness, innovation, critique on sensitive issues, tolerance, and social-cultural change. Data was collected through ten focus group discussions involving 71 participants representing all academic faculties of the University. The findings reveal that the University currently employs a teacher-centered approach in classrooms, limiting students'freedom to ask questions and share their views. The study suggests that students exhibit limited thinking, less pro-activeness, and innovation. These findings provide valuable insights into the teaching practices at the University of Peshawar, highlighting areas that require attention and improvement to foster creativity and critical thinking among students. Keywords: Pedagogy, Creativity, Higher Education Institutions, Critical Thinking, Tolerance © 2024 The Authors. This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License. 1. Introduction Higher education serves as a transformative journey, not just in acquiring knowledge but also in nurturing creativity (Shoaib, 2024c). While traditional views often emphasize the acquisition of skills and knowledge for employment, the true purpose of higher education extends beyond this (Shoaib, 2024b). It is about fostering creativity, critical thinking, and innovation, essential qualities for navigating an ever-changing world (Aziz, 2023). Learning through a teacher-centered approach does not encourage critical thinking (Shoaib, 2024a). This form of education makes machines for state factories (Arshad, Anwar, & Shoaib, 2024b). An educational institution is a training center where different kinds of machines are produced for performing different activities without using their mind and intellect (Arshad, Anwar, & Shoaib, 2024a). Students are the least important members of the process in teacher-centered learning (Zohrabi, et al., 2012). Teachers do motivate students to creativity (Anwar, Shoaib, Zaman, & Arshad, 2024). In a teacher-centered approach, teachers mostly use prescribed course books and reading material (Anwar, Shoaib, & Shahid, 2024). Students are recommended to study the same to get good grades and then good jobs (Ali, Zaman, & Shoaib, 2024; Shoaib, Usmani, & Abdullah, 2023). Learning under such conditions leads to competition among students (Shoaib, Shehzadi, & Abbas, 2023). As a result, students do 253

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