Abstract :

Creativity is a fundamental outcome of higher education, particularly in theatre disciplines where collaboration and interpretation are central to learning and performance. This study examines how classroom interaction and online knowledge sharing influence student creativity among theatre students in Beijing, China. Drawing on Constructivist Learning Theory and Social Cognitive Theory, a quantitative cross-sectional survey design was employed. Data were collected from 367 undergraduate theatre students using validated Likert-scale instruments and analyzed with Partial Least Squares Structural Equation Modeling (PLS-SEM). Results revealed that both classroom interaction (β = 0.165, p < 0.001) and online knowledge sharing (β = 0.228, p < 0.001) have positive and significant effects on student creativity, with the latter demonstrating a stronger predictive influence. These findings highlight the synergistic roles of interactive and digital learning environments in cultivating creative potential. Theoretically, the study integrates social and constructivist paradigms to explain how collaborative and technology-mediated learning enhance creativity. Practically, it offers guidance for theatre educators and policymakers to strengthen participatory pedagogy, digital collaboration, and interdisciplinary engagement. The research contributes empirical evidence from a non-Western performing arts context, reinforcing the importance of integrating social interaction and digital knowledge exchange in creativity-oriented education.

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Keywords :

Theatre Education; Classroom Interaction; Online Knowledge Sharing; Student Creativity; Constructivist Learning Theory

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