This study examines how African Rural University (ARU) fosters creativity and innovation among students, with a
focus on awakening the “sleeping genius” within rural learners. ARU adopts an educational model that combines
interdisciplinary learning, local knowledge, and community engagement to prepare students to address challenges in rural
Africa. Through qualitative research, the study explores the perceptions of third- and fourth-year students and faculty
regarding creativity, teaching strategies, and successful student-led projects. Data were gathered through in-depth interviews
with 30 students and six faculty members, and three focus group discussions. Findings reveal that students view creativity as
a collaborative, practical process essential for solving local problems. They emphasize the importance of real-world
applications and community-driven innovation. However, a gap exists between fostering creativity and actualizing innovation
in the curriculum. Successful projects like the S & V Superb Juice Project and Piggery Project demonstrate the impact of
entrepreneurship and hands-on learning in rural development. The study recommends integrating innovation more consistently
into the curriculum, strengthening mentorship, increasing financial support for student projects, and leveraging technology to
enhance creativity. This research contributes to the growing body of knowledge on rural education and creative learning,
highlighting how ARU’s approach can drive transformative change in rural communities

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