Innovative Pedagogical Frameworks for Creative Arts: A Critical Review of Cross-Disciplinary Methods

Students in the arts field need to apply generic skills such as creativity, innovation, and critical thinking to generate new ideas in the production of artistic products. However, traditional learning and teaching methods have been found to be less effective in meeting the needs of interdisciplinary knowledge in the context of arts education. As a result, students often face difficulties in generating new ideas that are creative and innovative. There is no approach that combines knowledge across disciplines, causing the learning process to be unsystematic, less structured, and less focused. This situation hinders students’ efforts to achieve their full potential in creating works of art. This cross-disciplinary approach encourages holistic development and innovation in the arts, aligning with sustainability principles. Despite its potential, implementing cross-disciplinary methods in creative arts education faces challenges such as resistance to change and resource limitations. This study critically reviews existing cross-disciplinary learning methods and proposes a new pedagogical framework aimed at integrating sustainable and innovative practices. Drawing on the theories of Sternberg and Amabile, the review highlights the importance of knowledge, creative thinking, and intrinsic motivation in fostering creativity. The proposed framework encourages students to engage in cross-disciplinary learning, critical problem analysis, ideation, and evaluation, preparing them to solve complex, real-world issues. By promoting creativity, critical thinking, and innovation, cross-disciplinary learning helps students develop the skills needed to address both artistic and global sustainability challenges.