A Methodology for Developing Creative Thinking in Engineering Students Based on Stem Technologies

Abstract

This study presents a comprehensive methodology for developing creative thinking skills in engineering students through the integration of STEM (Science, Technology, Engineering and Mathematics) technologies. The research addresses the growing demand for innovative engineers capable of solving complex, interdisciplinary problems in an increasingly technology-driven world. A mixed-methods research design was employed, combining quantitative assessment of creative thinking abilities with qualitative analysis of student experiences. The methodology incorporates project-based learning, design thinking frameworks and hands-on experimentation with emerging technologies including 3D printing, robotics, IoT systems and computational modeling. Participants included 186 undergraduate engineering students enrolled in a semester-long interdisciplinary course. Creative thinking was measured using the Torrance Tests of Creative Thinking (TTCT) and the Creative Engineering Design Assessment (CEDA). Results indicated statistically significant improvements in all dimensions of creative thinking, including fluency, flexibility originality and elaboration. Students demonstrated enhanced problem-solving capabilities and increased confidence in tackling open-ended design challenges. The findings suggest that intentional integration of STEM technologies within a structured pedagogical framework can effectively foster creative thinking competencies essential for future engineering practice. This research contributes to the growing body of literature on STEM education by providing empirical evidence for the efficacy of technology-enhanced approaches to creativity development in engineering education.