Educación secundaria y creatividad en Diseño industrial: reflejos de inequidad

This article examines the relationship between secondary education and project-based creativity among Industrial Design students in Chile. Based on a hypothesis of inequity, the study explores whether educational trajectories influence the development of creative personality upon university entry. The Torrance Test of Creative Thinking (TTCT) and a socio-demographic survey were administered to 71 students (51 from design programs, 20 from other disciplines). ANOVA and Chi-square tests were used to explore associations between creativity and variables such as school type, parental education level, cultural exposure, and academic integration difficulties. The results revealed significant correlations between creativity and structural background factors, particularly school type and educational capital. A gap was also identified between students’ creative self-perception and their studio performance. The findings underscore the need for inclusive curricular design that acknowledges educational diversity. The study concludes that creativity should be understood as a situated expression, shaped by social conditions that demand ethical consideration in design pedagogy.