Developing the creative thinking skills of students of gastronomy and culinary arts with the scamper technique: an example of Nevşehir Haci Bektaş Veli University

Creativity is defined as the ability of an individual to combine existing knowledge in original ways, generate new ideas, and develop alternative solutions to problems. This study was conducted based on the notion that creativity is not limited to a specific group, that every individual possesses creative potential at different levels, and that this potential can be enhanced through education. In this context, the aim of the research is to examine the effect of creativity training supported by the SCAMPER technique on the creativity levels of students studying in the field of Gastronomy and Culinary Arts. The study was designed using a mixed-methods approach, in which both quantitative and qualitative data were collected and analyzed. In the quantitative phase, the "How Creative Are You?" scale developed by Whetton and Cameron (2002) and adapted into Turkish by Aksoy (2004) was administered as a pre-test and post-test. In the qualitative phase, students' responses to the SCAMPER technique, the culinary sketches they created based on these responses, and their accompanying explanations were analyzed through content analysis. In addition, students' opinions regarding the SCAMPER technique were also evaluated within this framework. The findings revealed that the SCAMPER technique significantly improved students' creative thinking skills. It was determined that during the idea development process, students used elements such as ingredient selection, cooking methods, and cultural diversity in creative ways. The technique contributed to students' ability to develop different perspectives, generate original ideas, and produce innovative culinary products. Moreover, students described the SCAMPER technique as an effective tool that guided and stimulated creative thinking. These findings suggest that structured creative thinking techniques, particularly in applied fields such as gastronomy, can effectively help students reveal their individual and collaborative creative potential. In conclusion, it was determined that creative thinking education based on the SCAMPER technique not only enhanced students' idea generation skills but also improved their ability to transform these ideas into tangible and innovative gastronomic products. The results indicate that the integration of creative thinking techniques into gastronomy education meaningfully supports students' innovative thinking and production skills.