Abstract:

The increasing integration of digital technology in education has led to widespread use of e-content in teaching–learning processes. Alongside academic achievement, creativity has emerged as a crucial educational outcome required for innovation, problem-solving, and adaptability in contemporary society. The present paper is a review of existing literature examining the influence of different types of e-content—such as text-based, multimedia, interactive, and gamified content—on students’ creativity. The review analyses theoretical perspectives, conceptual frameworks, and empirical studies related to e-content and creative learning outcomes. Findings from previous studies indicate that e-content has the potential to support creativity by enhancing learner engagement, autonomy, and cognitive interaction; however, results across studies remain inconsistent. While multimedia and interactive e-content are often associated with higher engagement and idea generation, creativity is not found to be solely dependent on the digital format of content. Instead, pedagogical design, instructional strategies, and learning environments play a more decisive role in fostering creative thinking. The review identifies key conceptual, methodological, and contextual gaps in existing research and highlights the need for systematic, theory-driven, and longitudinal studies. The paper concludes that e-content should be viewed as an enabling tool for creativity rather than a determining factor, and its effective use depends on meaningful integration with learner-centred pedagogical practices.