Özet:

This paper investigates the position of ‘creativity’ within graphic design education in general, and within the Omani educational context in specific. Creativity is defined within this research and in relation to graphic design education as ‘problem solving’, which is explained also as a cultural activity, or a cultural production. Graphic designers can involve themselves effectively in solving communication, social, and cultural problems that are classified as ‘wicked problems’, which usually require creative solutions. It is argued that Omani graphic designers should be creative problem solvers and able to find effective solutions for these problems. Yet this is not the case in Oman, at least from the perspective of this paper. A qualitative interpretative methodology was used for this purpose. A survey approach was used, implementing two methods: questionnaires and interviews. The online questionnaire was conducted with 33 international participants. It investigated how creativity is defined within graphic design contexts; whether creativity can be taught or enhanced. The same set of questions was asked in face-to-face interviews conducted with 39 design lecturers. The interviewees were local lecturers who teach graphic design courses at some Omani institutions. All of the collected data was analyzed through a thematic analysis. As a result this paper has defined the concept of ‘creativity’ from design educational perspective, collected ideas, insights and trends about creativity in graphic design education, and has advanced knowledge of the relationships among graphic design, creativity, within Omani education system.  

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