Responsibility Climate and Graduate Creativity in Higher Education: The Mediating Role of Learning Climate and the Moderating Effects of Teaching Strategies

Abstract

This research explores the impact of teacher‑created responsibility climate on the creativity and innovativeness of graduates. The research also delves into the mediating function of the learning climate and the moderating influences of interactive teaching materials and transformational teaching. This study sheds light on how educational climate and teaching approaches contribute to creativity in higher education, especially in the Chinese context. A quantitative study design was employed based on data from 264 graduates studying at Chinese universities. Self‑report questionnaires were used to measure perceptions of responsibility climate, learning climate, interactive teaching materials, transformational teaching, and creativity and innovation. Established scales from previous research were utilized, and the theorized relationships were examined using Structural Equation Modeling (SEM) based on AMOS. The findings validate all of the hypotheses suggested. Responsibility climate positively affected graduates’ creativity and innovation, with learning climate acting as a key mediator. Furthermore, interactive instructional materials and transformational instruction enhanced the relationship between responsibility climate and creativity. These findings stress that both pedagogical and environmental variables are of fundamental significance in influencing students’ creative achievements. By combining responsibility climate, learning climate, and teaching strategies within an integrated framework, this research is contributing to the educational environment and creativity development literature. The results present practical implications for teachers and institutions of higher education to foster innovation through supportive climates and revolutionary teaching practices.