A model for enhancing screenwriting creativity for media students through a creative system and guided mental imagery strategy

Purpose The present study aims to develop and empirically validate a pedagogical model of scriptwriting that combines Csikszentmihalyi’s creativity system model with the guided mental imagery (GMI) method to improve creative writing performance in media students. Through an intervention experiment, this study investigates the model’s effectiveness in enhancing students’ imaginative abilities, refining narrative expression and promoting culturally responsive teaching, ultimately providing a systematic and practical innovative approach for teaching creative writing. Design/methodology/approach The current study uses a mixed-methods design combining qualitative interviews with a quasi-experimental approach. It follows a four-phase research process that includes problem identification, model development, evaluation and conclusion. Involving 100 Chinese media students, the study included 32 h of guided practice in visual, auditory and emotional imagery mental techniques. Pre- and post-tests, using a validated creative writing rubric, were conducted to measure improvements in screenwriting performance. Statistical analyses, such as paired-samples t-tests and effect size calculations, were performed to evaluate the impact of the model. Findings The research findings show that this pedagogical model effectively enhances students’ overall creative writing skills, especially in areas such as visual imagery, auditory sound, character development and narrative structure. Explicit instruction in psychological imagery in creative writing has been shown to increase students’ narrative creativity successfully. Statistical analysis indicates that the improvement is significant with a high effect size, confirming the educational value and effectiveness of the model. Research limitations/implications This study conducts within a specific cultural and educational context, and its results require further cross-national validation. Additionally, the intervention was short-term, and the maintenance and transfer effects of creativity gains over the long term were not assessed. Notwithstanding these limitations, the study contributes to an empirical understanding relevant to culturally responsive pedagogy and presents a replicable model for integrating cognitive strategies into creative writing pedagogy practice. Practical implications This model serves as a valuable tool for teachers aiming to enhance students’ creativity in screenwriting through systematic mental imagery training. Its integration into media studies curricula can improve narrative imagination, facilitate emotional expression and encourage multimodal cognitive processes. The model’s adaptability enables it to be applied across various areas of creativity, including storytelling, game writing, and cross-media production, thereby meeting the broader educational and industry demands for cultivating creative talent. Social implications The model presented here promotes narrative communication and creative interaction among youth, addressing the growing demand for content creators in the online economy. By incorporating innovative and effective writing pedagogy in educational environments, the model enhances cultural expression, media literacy and civic participation. Additionally, it contributes to the development of national creative economies and supports broader social innovation agendas. Originality/value This research introduces an innovative pedagogical model combining guided mental imagery with the creative system model for fostering screenwriting creativity in Chinese media education. It responds to the deficiencies of existing approaches with a culturally responsive, evidence-based and guided mental imagery approach. Its development and validation are additional contributions to theory development and application in the field of creative education, providing replicable methods that can be used to facilitate imagination and narrative skills in various learning environments.