Teacher Creativity In Education: A Systematic Review And Bibliometric Analysis

Abstract

Teacher creativity is increasingly important in digitally mediated and rapidly changing learning environments, yet evidence on how it is developed remains fragmented. This study maps recent scholarship and synthesizes reported interventions and outcomes. A systematic literature review and bibliometric analysis was conducted using Scopus records published from 2020 to 2025, following PRISMA-guided selection and a PICO-S framework. The initial search identified 861 records; 374 remained after the temporal filter and 75 studies met the final eligibility criteria. Publication output increased from six documents in 2020 to a peak of 21 in 2024. The literature clustered around pedagogical innovation and technology, psychological resources, and leadership and organizational conditions. Design-thinking training, collaborative professional development, and creative digital tools were frequently associated with higher reported teacher creativity and positive student engagement. However, heterogeneous study designs and the absence of meta-analysis or formal risk-of-bias appraisal preclude causal claims. Because the review relied on a single database, coverage may be incomplete. The findings also provide context-sensitive implications for teacher development in Islamic educational institutions, while direct evidence from Islamic-education settings remains a priority for future research.