Enhancing Student Creative Thinking through Active Learning: Evidence from BAGPS Students at the Muslim University of Morogoro, Tanzania

This study investigated how first-year Bachelor of Arts in Geography and Population Studies (BAGPS) students at the Muslim University of Morogoro (MUM) developed creative thinking skills during a semester-long Critical and Creative Thinking course. Using a qualitative case study approach, data were collected from seven purposively selected students through reflective journals, classroom observations, and a focus group discussion. Thematic analysis identified five key themes: growth in confidence and self-expression, collaboration and peer learning, use of creative thinking tools, overcoming creativity barriers, and application to real-world problem solving. Collaborative learning and reflective exercises enhanced idea generation and confidence, while tools such as mind mapping, SCAMPER, and brainstorming promoted innovative problem-solving. Students applied these skills to geographic issues, including urbanisation and migration. The study concludes that participatory and reflective teaching strategies effectively nurture creativity and recommends integrating creative thinking across geography curricula in Tanzanian higher education.