Scientific creativity in secondary STEM education: a PRISMA-based systematic review of psychological, instructional, and assessment dimensions

Abstract

Grounded in creativity theory and cognitive psychology, this
preferred reporting items for systematic reviews and meta-analyses (PRISMA)-based systematic review synthesizes evidence from 28 peer-reviewed studies (2021-2025) indexed in Scopus and Web of Science examining scientific creativity in secondary science, technology, engineering, and mathematics (STEM) education. The review analyses the roles of teacher psychological traits, instructional interventions, and assessment approaches in fostering students’ scientific creativity. The findings indicate that creativity-supportive classroom environments, shaped by teacher beliefs and motivation, enhance scientific creativity when aligned with inquiry-based and design-oriented pedagogies. However, assessment practices remain fragmented and insufficiently integrated with instructional design. The review highlights the need for coherent frameworks that connect psychological, pedagogical, and evaluative dimensions of scientific creativity. Implications are discussed for teacher preparation, instructional design, and future research in STEM education.