Anatoliy Vladimirovich Kharkhurin

In an increasingly interconnected and linguistically diverse world, communication across languages and cultures has become a defining feature of civic life. Such interactions foster mutual understa...

Creativity is the primary driver of our cultural evolution. The astonishing potential of artificial intelligence (AI) and its possible application in the creative process poses an urgent and dramatic challenge for humanity; how can we maximize the benefits of AI while minimizing the associated risks? In this article, we identify all forms of human–AI collaboration in this realm as cyber-creativity. We introduce the following two forward-looking scenarios: a utopian vision for cyber-creativity, in which AI serves to enhance and not replace human creativity, and a dystopian view associated with the pre-emption of all human creative agency caused by the rise of AI. In our view, the scientific community is called to bring its contribution, however small, to help humanity make steps towards the utopian scenario, while avoiding the dystopian one. Here, we present a decalogue of research challenges identified for this purpose, touching upon the following dimensions: (1) the theoretical framework for cyber-creativity; (2) sociocultural perspectives; (3) the cyber-creative process; (4) the creative agent; (5) the co-creative team; (6) cyber-creative products; (7) cyber-creative domains; (8) cyber-creative education; (9) ethical aspects; and (10) the dark side of cyber-creativity. For each dimension, a brief review of the state-of-the-art is provided, followed by the identification of a main research challenge, then specified into a list of research questions. Whereas there is no claim that this decalogue of research challenges represents an exhaustive classification, which would be an impossible objective, it still should serve as a valid starting point for future (but urgent) research endeavors, with the ambition to provide a significant contribution to the understanding, development, and alignment of AI to human values the realm of creativity.

Literature suggests multiple relationships between creativity and intelligence, each supported and contradicted by empirical evidence. The current study investigated cultural variations in the relationship between divergent thinking (DT) and fluid intelligence (Gf). Study participants were students from the most reputable universities in Russia (N = 53) and the United Arab Emirates (UAE; N = 53). The DT test measured their creative potential, the Abbreviated Torrance Test for Adults (ATTA), from which five indicators were extracted for further analyses: composite Creativity Index (CI), fluency, originality, elaboration, and flexibility. The Culture Fair Intelligence Test (CFIT) assessed participants’ Gf. We found a significant negative relationship between Gf score and CI, fluency, elaboration, and flexibility. The results suggest a non-linear trend, which was addressed accordingly. Adding a cultural component into the model explained substantial variance in DT and Gf scores. The Russian sample outperformed the UAE sample on all DT components, while the UAE sample outperformed the Russian sample on the Gf. Samples were different, predominantly on the fluency component, and were more similar in originality. Overall, results suggest the complex interplay between DT and Gf in cross-cultural settings.

This study continued a project aiming to empirically investigate the plurilingual creativity paradigm, which examines how linguistic and cultural diversity stimulate creative behavior. Particular attention was paid to how plurilingualism and intercultural competence jointly influence the relationship between general motivation and motivation for creativity. The online study included 261 participants representing various linguistic and cultural communities. It utilized scales to assess plurilingualism (number of languages and overall proficiency), intercultural competence (Integrative Intercultural Competence Questionnaire), general motivational characteristics (Renzulli Motivation Scale), and motivation for creativity (Creativity Motivation Scale). To test hypotheses regarding the influence of these factors, regression analysis using a multiple moderation model was conducted. The results revealed a significant three-way interaction: the number of languages and the absence of ethnocentrism jointly moderate the contribution of general motivation to motivation for creativity. It was found that plurilingualism enhances motivation for creativity in individuals with low general motivation but high openness to cultural diversity, demonstrating the stimulating effect of linguistic and cultural flexibility. The obtained data emphasize the importance of intercultural attitudes that help transform linguistic diversity into a source of creative activity. They show that supporting multicultural interaction and foreign language learning can be effective means of developing creative motivation, especially among individuals with moderate or low levels of general motivation. Thus, the results confirm the validity of the plurilingual creativity paradigm and demonstrate that creative activity is formed through the dynamic interaction of motivational, linguistic, and intercultural factors.

This study aimed to test how individuals’ motivational characteristics may mediate the relations of plurilingualism/pluriculturalism with divergent thinking. Two hundred sixty-one individuals were recruited using a simple random sampling method. Data collection included assessments of plurilingual experience (measured by the abridged version of Multilingual and Multicultural Experience Questionnaire), multicultural experience and desire (measured by Multicultural Experience Questionnaire), intercultural competence (measured by Integrative Intercultural Competence Survey), motivational characteristics (measured by The Scale for Rating Behavioral Characteristics of Superior Students), and divergent thinking (measured by Unusual Uses test). Regression analyses using mediation models demonstrated that motivational characteristics mediate the association between intercultural competence and divergent thinking components. Motivational characteristics also mediate between multicultural experience/desire and divergent thinking components. By introducing motivational characteristics as a mediating factor, these findings can further explain the underlying mechanism of plurilingual creativity.

This article introduces the Plurilingual Intercultural Creative Keys (PICK) program, which aims to enhance individual adaptability by developing creative, intercultural, and linguistic competencies. Drawing on empirical studies from the past 25 years, PICK emphasizes the interconnectedness of these competencies and their role in fostering personal and cognitive adaptability. The program takes a holistic approach, complementing existing curricula by addressing the educational environment’s curricular, psychological, and sociocultural dimensions. Importantly, PICK seeks to reform educators’ pedagogical methods without altering the existing curriculum, focusing instead on transforming teaching practices within current educational structures. Targeted at teachers, tutors, and homeschooling parents, PICK equips educators with both theoretical insights and practical tools to innovate their teaching approaches. The program consists of training modules centered on each competency, supported by lectures and workshops that promote intrinsic motivation, critical thinking, and a positive psychological climate through project-based learning. Additionally, PICK provides continuous psychological and methodological support to ensure the effective application of its methods. This article also presents a theoretical framework that integrates the concepts of plurilingualism, creativity, intercultural competence, and systemic adaptation. Rather than introducing new empirical data, it synthesizes existing theories and research from educational psychology, cognitive development, and cross-cultural studies. This synthesis forms the basis of the PICK program, offering a conceptual model that positions plurilingual creativity - the ability to think creatively and communicate across languages and cultures - as a catalyst for systemic adaptation. By uniting theories of cognitive adaptability, psychological resilience, and educational methodologies, the article contributes to advancing theoretical understanding while laying the groundwork for future research and practical applications. By bridging traditional academic instruction with the evolving demands of a globalized world, PICK offers a robust framework for integrating soft skills into education. The program’s potential to foster adaptive, innovative, and globally competent learners underscores its contribution to advancing contemporary educational paradigms.

This article delves into the intricacies of the relationship between bilingualism and creativity. It provides an overview of past research and examines its methodology. It introduces a multilingual creative cognition theoretical framework that focuses on the cognitive mechanisms underlying creative potential and how these mechanisms might benefit from an individual’s multilingual abilities. The link between multilingualism and creative potential is explained by multilingual developmental factors such as proficiency, age, and sociocultural context of language acquisition, as well as cognitive functions such as language-mediated concept activation, selective attention, code-switching, and metaphor. However, the multilingual creative cognition approach takes a narrow perspective. By synthesizing empirical evidence and theoretical insights, the article proposes a plurilingual creativity framework – a multifaceted approach that transcends traditional bilingualism and creative cognition frameworks. It underscores the significance of a comprehensive language repertoire, multicultural experiences, and intercultural competence as pivotal elements enriching various aspects of creative endeavor. The article also introduces the Plurilingual Intercultural Creative Keys educational program, which aims to develop plurilingual, intercultural, and creative capabilities in educational settings. Through a holistic analysis, this study contributes to a nuanced understanding of the relationship between linguistic and cultural diversity and creativity. It also suggests practical implications for fostering linguistic and creative skills in a globalized context.

This study synthesizes quantitative research on the relationship between creativity and bilingualism. Extant literature underlines the role of developmental, cognitive, and socio‐cultural factors to explain the nature of the relationship between creativity and bilingualism. While decades of research frequently indicate a positive link, contrary or mixed evidence has also been documented, necessitating a comprehensive analysis of existing quantitative data to understand the direction and strength of this relationship. Additionally, identifying factors contributing to inconsistent outcomes is crucial. Thus, we estimated the mean effects and examined various potential sources of variation, including study and participant characteristics, as well as measurement and bilingualism‐related factors, to shed light into the heterogeneity. Addressing these objectives, we analyzed 312 effect sizes from 39 studies (N = 4,917) and found a mean effect size of Pearson r = .181, 95% CI [.096, .263]. This finding shows that bilinguals are overall more creative than monolinguals. Furthermore, a significant difference was observed in the mean effects between test modality categories, with studies using numerical modality reporting significantly larger effect sizes compared to those using action/movement modality. We discuss the findings with research and practical implications.