TEACHERS’ CREATIVITY FOSTERING BEHAVIOR: A SYSTEMATIC LITERATURE REVIEW FOR COMPARISON OF RESEARCH AT THE GLOBAL LEVEL AND CHINA

This systematic review explores research trends and gaps on teachers' creativity fostering behavior (CFB) between China and the rest of the world from 2012 to 2022. It finds that CFB is crucial for developing creative talents, but teachers face challenges in fostering creativity due to Industrial Revolution 4.0 and the COVID-19 pandemic. Research focuses on influencing factors, evaluation, and instructional strategies. Chinese scholars emphasize influencing factors(61.6%) and evaluation (34.6%), while global research prioritizes instructional strategies (43.8%) and evaluation(37.5%). Individual factors like self-efficacy and creative thinking dominate Chinese research, while global research explores a broader range of factors. Chinese research on instructional strategies is insufficient (3.8%), suggesting a need for more practical strategies to guide teachers. Future research should deepen the understanding of CFB's relationships with other factors and propose effective instructional strategies tailored to local teaching realities.