Potential Abstract: This research article investigates the potential of texts, specifically Non-Fungible Tokens (NFTs), in fostering creativity within an educational context. Drawing on the backdrop of neoliberal influences on education, the study aims to explore the nuanced ways in which texts can support creative thinking and expression.
The neoliberal paradigm in education has increasingly prioritized standardized assessments and narrow learning outcomes, often neglecting the diverse learning needs and creative potentials of students. However, recent advancements in technology have introduced new opportunities for incorporating texts, such as NFTs, into educational practices. NFTs, digital assets utilizing blockchain technology, have gained prominence as a means of authenticating and trading digital content. This study posits that leveraging NFTs as educational resources can provide a novel approach to nurturing creativity.
The research employs a mixed-methods approach, combining qualitative interviews with educators and students, as well as quantitative analysis of student creative outputs. Through these methods, the study aims to understand the perceptions and experiences of both educators and students regarding the integration of NFTs in educational settings. Additionally, quantitative analysis will examine the impact of NFT-enabled learning experiences on student creative outcomes.
By investigating the role of texts, specifically NFTs, in fostering creativity, this research contributes to the broader discourse on educational practices in the neoliberal era. The study provides insights into the potential of NFTs to disrupt traditional educational systems by promoting creative thinking, self-expression, and student agency. Moreover, it explores the nuanced ways in which texts can support diverse forms of creativity, including visual arts, music, writing, and more.
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