The reality of the practice of faculty members to develop creative thinking skills in graduate programs at the Faculty of Education, Taibah University in the light of Saudi Arabia's 2030 vision from their point of view and the view of female students

This study aimed to explore faculty members’ practices to develop creative thinking skills in postgraduate programs in light of Saudi Vision 2030. Based on faculty members’ and students’ perspectives, the study focused on two variables: gender and educational degree. Two questionnaires were used, each divided into four sections: fluency, authenticity, flexibility, and problem-solving. The purposive sample includes 58 faculty members who teach female students in postgraduate programs across all departments at the educational level of (Professor, Associate Professor, or Assistant Professor) and 69 female students enrolled in postgraduate programs for the academic year 1439/1440 AH. A descriptive analytical method was used to analyze the data. The results showed the practice of faculty members of creative thinking skills was high from both faculty members’ and students’ perspectives. The first variable, gender, revealed statistically significant differences (a≤ 0.05) between the mean of males and females during the practice of faculty members to develop creative thinking skills in favor of females. However, no statistically significant differences occurred on the practice of faculty members to develop creative thinking skills according to the second variable, educational degree. The study highly recommended that universities motivate faculty members to develop students’ creative thinking skills.