A systematic review approach to the understanding of intercreativity as an educational resource

Abstract

Intercreativity is a relevant phenomenon with significant social, cultural and educational implications in the postdigital era. Its meaning refers to the fact of solving problems and making a collective production. However –in a historical and philosophical context that has led to the rise and importance of knowledge production– intercreativity is a phenomenon insufficiently analysed. Searching a variety of interdisciplinary databases, this paper summarises a systematic review conducted among 49 scientific publications that mentioned the term intercreativity and associated it to other theoretical concepts. The period of time covered was 2002-2021 and peer-review papers in Spanish and English languages were collected following the PRISMA checklist and flow diagram. The results suggest that applying intercreative strategies in educational practice is crucial in a social context where participation and communication are essential and in which education moves to digital spaces that are by nature open and cooperative. Not restricted only to digital environments, the nature of these spaces tends to support the intercreative practices as well as the values derived from it. Intercreativity in education entails an intersubjective production of knowledge, collaborative strategies and the development of critical pedagogies that position education in digital environments as a vehicle for social transformation towards solidarity and community.