Innovative Pedagogical Strategies for Enhancing Creativity in Students: An Empirical Analysis from Jammu and Kashmir, India

Abstract

The growing emphasis on creativity-centred pedagogy in contemporary education has intensified scholarly efforts to identify instructional approaches that effectively enhance students’ creative capacities. This study presents a rigorous empirical examination of three prominent innovative pedagogies project-based learning (PBL), gamification, and collaborative learning in fostering creativity among students across diverse educational institutions in Jammu and Kashmir, India. The analysis draws on data from 36 institutions, covering a sample of 3,400 students spanning secondary to postgraduate levels, and adopts a comprehensive mixed-methods framework. Quantitative techniques include paired-sample t-tests, Pearson and Spearman correlations, one-way ANOVA, OLS regression with standardised coefficients, Variance Inflation Factor (VIF) diagnostics, Random Forest modelling, and Decision Tree analysis. Creativity is assessed through four validated dimensions fluency, flexibility, originality, and elaboration measured using pre- and post-intervention composite scores on a 0–100 scale. The results are statistically robust and substantively significant. Mean creativity scores increased from 57.61 (SD = 10.54) to 89.97 (SD = 8.85), reflecting an absolute gain of 32.36 points (58.93%). The paired t-test (t = -53.45, p < 0.001) and a Cohen’s d of 9.03 indicate an exceptionally large effect. All sub-dimensions improved significantly (p < 0.001). Engagement (rho = 0.531), gamification intensity (rho = 0.365), and collaborative learning (rho = 0.389) show meaningful associations with creativity gains. Random Forest results (R² = 0.75) highlight engagement and gamification as key predictors, while VIF confirms no multicollinearity. The study offers context-specific policy recommendations.