**5. Conclusions**

The presented reasoning and developed model of research design for investigation of collaborative creativity are derived from both qualitative and quantitative methodological approaches. The chapter advances the view that the impact of activities training group-based collaborative creativity should be elevated in importance beyond individuals' capabilities related to idea generation and production of original and functional ideas. Both training in and research on these abilities are important, but these activities should also be understood and developed based on their generative function in social contexts. Creativity is a genuinely generative ability, creative processes develop the ability to take initiative, make decisions, and interact constructively together and this should have implications for research approaches and methodological design as our conceptual framework for collaborative creativity suggests.

Practitioners, educators, and facilitators of creative processes should acquire a deeper understanding of the predictors and prerequisites of creativity. This recommendation is based on the presented research design, moreover, the conceptual framework are motivated by the fact that the social value of creativity is too often overlooked, that is, the combination and interaction between divergent differences, fostered understanding of different perspectives, diversity, and empathy. And, that this, therefore, needs to be taken more seriously into account in different types of education and training in creativity.

Educational initiatives for collaborative creativity should train skills that are needed as prerequisites for this type of interaction quality to be established. Such training

should include assessment of creativity at different levels, that is, individual, group, workplace, etc. In addition, the development of facilitation skills should include the development of action plans for different types of method used based on the stratification of levels in the suggested research design (**Figure 2**) [72]. These learning activities are important for facilitators of collaborative creativity where expectations of both deep theoretical knowledge and experience-based abilities are addressed [7].
