Enhancing Spatial Cognition and Creative Engineering Thinking Through Perspective Drawing Instruction

In contemporary engineering higher education, fostering higher-order cognitive competencies, particularly creative thinking, has emerged as a critical pedagogical objective. For students specializing in mining and geology programs, primary learning and professional activities necessitate the rigorous analysis, interpretation, and visualization of complex, non-visible spatial configurations, including heterogeneous geological strata, subterranean excavations, and multi-dimensional mining models. Consequently, robust spatial reasoning and the capacity to project abstract technical concepts into precise visual representations constitute fundamental engineering competencies. This study systematically investigates the pedagogical role of perspective drawing instruction in cultivating creative thinking among mining and geology undergraduate students. By establishing a comprehensive theoretical framework, introducing an empirical structural model, and analyzing the underlying cognitive processes, this paper demonstrates that perspective drawing transcends mere artistic formulation. Instead, it serves as a critical cognitive mechanism that enhances spatial visualization, analytical reasoning, and the professional communication of complex engineering designs.