Problem Solving and Creativity

Creativity offers a unique perspective on conflict's beneficial impacts. The results indicated that understanding conflict and process conflict increased students' creativity, but conflict involving negative emotional personal attacks did not.

Regarding the first goal, we described and explained the teacher–student conflict in the classroom. For the second goal, we outlined an evident classification of different types of teacher–student conflicts. For the third goal (determining how different types of teacher–student conflict affect students' creativity), the results revealed that understanding conflict and process conflict were positively related to students' creativity (r = 0.870, p < 0.01; r = 0.570, p < 0.01, respectively).

Our findings show that students can improve their creativity by putting forward different ideas during conflicts rather than merely accepting teachers' perspectives. Understanding conflict stimulates discussion and encourages knowledge sharing and prevents students' excessive conformity with teachers, which can improve students' creativity. Process conflict facilitates new teaching styles and learning styles, which also benefits students' creativity.

On the contrary, the results indicated that relationship conflict was negatively correlated with students' creativity (r = −0.590, p < 0.01). Relationship conflict evokes negative emotions and amplifies aggression. It provokes oppositional behavior regarding personal issues, hostile reactions, and heightens interpersonal tension. Relationship conflict results in a discussion that is off topic from class content and easily escalates into personal conflict. Thus, relationship conflict reduces students' creativity. These findings expand those of studies about the negative effect of relationship conflict.

Our research makes several contributions to the research of conflict and creativity. Firstly, few studies have systemically assessed all types of teacher–student conflict in the classroom. Based on conflict theory, this study classified and explained three types of teacher–student conflict. Secondly, we investigated how different types of conflict are associated with students' creativity. In contrast with previous studies, which have primarily focused on the detrimental consequences of conflict, this research provided empirical evidence regarding the positive outcomes of two types of teacher–student conflict in the classroom (understanding conflict and process conflict).

These findings have important implications for practitioners of sustainable development education. We suggested looking at conflict as a chance to improve students' creativity. For teachers to effectively transmit knowledge and skill, it is necessary to reduce or eliminate relationship conflict in the classroom. However, because critical thinking was highlighted in students' creativity, conflict should not always be considered as a disruptive factor in the regular class process. Many teachers are unaware of the potential for conflict, seek to prohibit it, or deal with it irrationally. A more effective teacher is able not only to convey knowledge but is also dedicated to inspiring students' creativity. Our recommendations for practice are, therefore, as follows: (1) teachers should have the ability of deviating from a fixed process and deal with unexpected conflict by taking conflict as an opportunity to cultivate students' creativity; (2) teachers should guide discussion centered on course content to foster understanding conflict and process conflict; (3) teachers should seek to prevent relationship conflict and make resolving it their primary priority when it is triggered in the classroom.

This study has a few limitations that present opportunities for future research. Firstly, we did not consider virtual classes, which are becoming increasingly common. Secondly, creativity is a lifelong behavior that requires longer observation periods for clearer and more objective identification. However, this study did not assess students' long-term behavior (over 1 to 3 years) after being involved in the conflict. Future studies could use this conflict–creativity model in other countries or cultures to generate comparative studies. We would also welcome further studies on the impact of teacher–student conflict on teachers' creativity, and on how other students who are not directly involved in the conflict are motivated. Additionally, it would be interesting to investigate the same hypothesis in European universities as well.