Introduction

In today’s volatile, uncertain, complex, and ambiguous (VUCA) world, organizational success is increasingly dependent on the ability to innovate, adapt, and learn continuously1. In this context, creative thinking, the ability to generate novel and useful ideas, has become vital for organizations seeking relevance and sustainable growth2. When nurtured among key personnel such as knowledge management experts, creative thinking serves as a catalyst for generating and applying knowledge across the organization3. Creative thinking is the ability to think flexibly and innovatively to develop novel, effective solutions to problems4. However, existing literature often treats the relationship between creative thinking, experiential learning, and organizational maturity as largely linear and self-evident, without critically evaluating competing mechanisms or alternative theoretical explanations5,6,7. This lack of conceptual scrutiny creates gaps in understanding how individual cognitive processes translate into broader organizational outcomes, particularly in complex learning environments.

At the same time, organizations must ensure that individual creativity leads to tangible outcomes8. Experiential learning involves gaining knowledge through experience, reflection, and experimentation9. It helps transform creative ideas into practical and actionable practices10. Nevertheless, prior studies suggest that experiential learning does not always emerge automatically from creative tendencies. It can be moderated by contextual elements such as organizational culture, leadership support, structural flexibility, and the maturity of knowledge management systems11,12. This indicates the need for a deeper examination of boundary conditions and alternative models through which experiential learning interacts with creativity.

When these mechanisms work together, they promote organizational maturity13. This maturity reflects an organization’s ability to grow, evolve, and remain resilient through learning, innovation, and engagement among its members14. Yet, organizational maturity is a multidimensional construct and has been conceptualized differently across models such as Capability Maturity Models (CMMI), organizational learning maturity models, and growth lifecycle frameworks12,15,16. Such diversity underscores the importance of selecting a theoretically coherent model capable of explaining how learning and creativity collectively shape organizational evolution.

Although there is extensive literature on the individual benefits of creative thinking and experiential learning, little empirical research has explored how these factors interact. This gap is especially evident in studies on organizational maturity within healthcare-related academic institutions in developing countries (such as Iran)17,18. Previous studies have emphasized the role of creativity and learning in promoting innovation and performance. However, few have examined their combined impact on long-term organizational health and maturity, particularly in the field of knowledge management19,20. Moreover, existing work often studies these constructs in isolation, overlooking their dynamic and iterative nature. In knowledge-intensive settings such as medical universities, where evidence-based decision-making, policy pressures, and rapid technological change prevail, understanding these interactive processes becomes even more critical.

This research addresses these gaps by exploring whether experiential learning mediates the relationship between creative thinking and organizational maturity. The study focuses on knowledge management professionals at Shiraz University of Medical Sciences, a leading academic healthcare institution in southern Iran. The present study was conducted in a context characterized by rapid technological changes, policy-driven reforms, and a strong emphasis on evidence-based knowledge practices. Furthermore, its focus on the Iranian healthcare setting distinguishes it from previous research and provides insights into cognitive and learning mechanisms within a knowledge-intensive academic environment. Knowledge management professionals, who both generate and apply organizational knowledge, provide an ideal context for studying how cognitive processes, particularly creativity, interact with learning mechanisms to foster organizational growth and long-term sustainability.

The findings of this study are expected to provide actionable insights for organizational leaders, policymakers, and human resource (HR) professionals in academic and healthcare settings. Specifically, it aims to illuminate how fostering creative capabilities and embedding experiential learning practices can enhance the maturity and resilience of institutions in complex and knowledge-intensive environments.

Therefore, the main objective of this study is to investigate the effect of creative thinking on organizational maturity and to examine the mediating role of experiential learning in this relationship among knowledge management experts and stakeholders at Shiraz University of Medical Sciences in southern Iran in 2024.

Theoretical framework

This study is grounded in two key theoretical perspectives. Amabile’s Componential Theory of Creativity (1983) posits that creativity in organizational settings arises from the interaction between domain-relevant knowledge, creativity-relevant skills (e.g., divergent thinking), and intrinsic motivation. This theory underlines the importance of cognitive and motivational factors in generating novel and useful ideas21. Kolb’s Experiential Learning Theory (1984) describes learning as a dynamic process whereby knowledge is created through the transformation of experience. The theory identifies four stages, concrete experience, reflective observation, abstract conceptualization, and active experimentation, which collectively support individual and organizational learning22. However, alternative theoretical models, such as absorptive capacity theory, double-loop learning theory, and organizational growth lifecycle models, offer different explanations regarding how organizations convert individual creativity into structural maturity23,24,25. Unlike these models, which emphasize systemic routines or organizational redesign, the combined use of Amabile’s and Kolb’s frameworks provides a clearer micro-to-macro mechanism linking creativity, learning cycles, and organizational development21. This theoretical integration therefore offers a more suitable foundation for investigating how creative thinking is transformed into mature organizational capabilities through experiential learning.

By integrating these theories, this study conceptualizes creative thinking as a cognitive foundation that initiates innovative thought. Experiential learning acts as the mechanism through which these ideas are internalized and translated into practice. This model is particularly appropriate for knowledge-driven institutions because it explains the full trajectory from idea generation to practical application, something alternative models only partially address. This process ultimately supports organizational maturity by enabling ongoing renewal, adaptability, and strategic responsiveness.

In knowledge-driven institutions like medical universities, where continuous learning and innovation are essential, understanding this chain of influence can guide effective organizational development strategies.

Hypothesis development

Creative thinking is widely recognized as a driver of organizational adaptability, resilience, and long-term development26,27. Thompson (2018) conceptualized organizational creativity as a dynamic and collective process that fosters adaptability and long-term maturity through imaginative thinking28. Similarly, previous studies suggest that organizations that encourage creativity are more likely to remain competitive and sustain growth in volatile environments2,13. This evidence indicates that creativity may not only contribute to innovation but also underpins the development of organizational maturity. Therefore, the following hypothesis is proposed:

H1

Creative thinking has a positive and significant effect on organizational maturity.

Creative thinking provides the cognitive foundation necessary for individuals to engage in meaningful learning experiences29. According to Amabile’s Componential Theory, creativity is supported by domain-relevant knowledge, divergent thinking, and intrinsic motivation, which collectively foster learning opportunities21. Ng et al. (2009) emphasized that creative and culturally intelligent individuals are more capable of engaging in experiential learning processes, particularly in dynamic and knowledge-based environments30. Furthermore, creative individuals are more likely to reflect on experiences and generate innovative approaches, which enhances the quality of learning9,10. Therefore, the following hypothesis is proposed:

H2

Creative thinking has a positive and significant effect on experiential learning.

Experiential learning plays a crucial role in transforming ideas into actionable practices that promote organizational development31,32. Kolb’s Experiential Learning Theory highlights that learning occurs through the transformation of experience into knowledge and practice22. Park and Kim (2018) showed that organizational learning mechanisms promote resilience and maturity by embedding continuous improvement and adaptation into institutional processes31. Similarly, Wambalaba et al. (2019) demonstrated that experiential learning significantly enhances knowledge transfer, adaptability, and strategic alignment in organizations32.

These findings suggest that experiential learning can directly strengthens organizational maturity. Therefore, the following hypothesis is proposed:

H3

Experiential learning has a positive and significant effect on organizational maturity.

While creativity provides the foundation for generating novel ideas33, experiential learning serves as the mechanism through which these ideas are internalized and applied within organizations34. Mehralian et al. (2018) highlighted that knowledge creation contributes to performance and growth in healthcare institutions by enabling continuous learning and adaptation35. Empirical evidence suggests that without learning processes, creative ideas may remain isolated or theoretical, whereas experiential learning ensures their practical implementation and alignment with organizational goals8,9,32. Therefore, experiential learning is expected to play a mediating role between creative thinking and organizational maturity. Therefore, the following hypothesis is proposed:

H4

Experiential learning mediates the relationship between creative thinking and organizational maturity.

Conceptual model

Based on the theoretical foundations and proposed hypotheses, the conceptual model of this study demonstrates the dynamic interaction between creative thinking, experiential learning, and organizational maturity. This model is particularly relevant in knowledge-based environments such as medical universities, where continuous learning and innovation are critical to sustainable development. The conceptual model of the study is illustrated in Fig. 1.

Fig. 1
Fig. 1The alternative text for this image may have been generated using AI.
Full size image

Conceptual Model of the Study.

Methods

Study design and setting

This study is a descriptive-analytical cross-sectional research conducted at Shiraz University of Medical Sciences (SUMS), located in southern Iran from March to June 2024. SUMS is one of the largest and most prestigious medical universities in Iran, known for its extensive network of educational, clinical, and research facilities. The university oversees numerous teaching hospitals, specialized research centers, and health service units, playing a central role in healthcare delivery and knowledge generation in the region. Its strong emphasis on innovation, knowledge management, and professional development makes it a suitable setting for studying the role of creative thinking and experiential learning in organizational maturity.

Participants and sampling

The study population included managers, knowledge management experts, and knowledge management coordinators working in the affiliated units of Shiraz University of Medical Sciences, such as faculties, hospitals, and health networks. The total population was estimated at approximately 505 individuals. A census sampling method was used, and all eligible participants in the field were invited to participate in the study.

Inclusion and exclusion criteria

All individuals officially holding positions as managers, coordinators, or experts in knowledge management within the affiliated units of Shiraz University of Medical Sciences were eligible to participate. Participants were included based on their formal job titles and active involvement in knowledge management activities. Individuals who were on extended leave or had discontinued their professional engagement during the study period were excluded.

Instruments

The data collection tool used in this study was a structured questionnaire consisting of four integrated parts. The first part was designed to collect demographic information from the participants, including variables such as gender, education level, job category, work experience, and affiliated organizational unit.

The second section measured creative thinking using the Carter Creative Thinking Questionnaire, which includes 20 items divided into three subscales. These subscales are differentiation detection (items 1–6), missing symbol identification (items 7–14), and diagrammatic relation finding (items 15–20). Responses were rated on a five-point Likert scale ranging from 1 (“strongly disagree”) to 5 (“strongly agree”), yielding a total score between 20 and 100. The instrument has demonstrated acceptable reliability in previous studies, with Cronbach’s alpha coefficients of 0.8536 and 0.7037. Its validity has also been confirmed in the Iranian population in previous studies36,37.

The third section evaluated experiential learning using the Experiencing Scale developed by Stock and Kolb (2021)38, which consists of 18 items representing three core dimensions of experiential engagement: Novelty (items 1–3), Presence (items 4–15), and Embodiment (items 16–18). Each item is structured as a semantic differential statement, where respondents indicate the degree to which their experience aligned with either pole (e.g., “I was deeply involved” vs. “I was uninvolved”), rated on a seven-point scale. The scale captures the depth of the learner’s engagement with the learning experience. The instrument has shown strong psychometric properties, including a total Cronbach’s alpha of 0.932, with subscale reliabilities of 0.94 for Presence, 0.77 for Embodiment, and 0.75 for Novelty. Confirmatory factor analysis (CFA) supports the three-factor structure and convergent validity, with composite reliabilities above 0.76 and average variance extracted (AVE) above 0.50 for all dimensions38.

The fourth section assessed organizational maturity using the Organizational Maturity Questionnaire developed by Spides (2007). This instrument contains 30 items covering six dimensions. These include organizational openness and transparency (items 8, 10, 24, 25, 27, 28, 29, 30), mutual trust (items 13, 18, 19), inclusion and engagement (items 9, 14, 26), internal and external feedback (items 21, 22, 23), nurturing and empowerment (items 5, 11, 12, 17, 20), and flat organizational structure (items 1, 2, 3, 4, 6, 7, 15, 16). Items were rated on a five-point Likert scale, and higher scores reflected a more favorable perception of organizational maturity. The Persian version of the questionnaire has demonstrated good validity and reliability, with Cronbach’s alpha reported as 0.87 in a study by Taghvaei Yazdi et al. (2018)39.

In addition to confirming the validity and reliability of the questionnaires in previous studies, in the present study, the content validity of all three main instruments had been previously confirmed by expert judgment and documented research. To further ensure validity in the context of this study, a panel of five Shiraz university of medical sciences faculty members with expertise in organizational behavior and knowledge management reviewed the questionnaires and confirmed their relevance and clarity.

In terms of reliability, the internal consistency of the questionnaires was re-evaluated using Cronbach’s alpha coefficient. The results showed acceptable to excellent reliability with values of 0.83 for the creative thinking scale, 0.79 for the experiential learning inventory, and 0.87 for the organizational maturity questionnaire.

Procedures

After obtaining ethical approval from the Shiraz University of Medical Sciences Ethics Committee, coordination was made with relevant departments to access eligible participants. One of the researchers (NN) provided necessary instructions and explanations about the study and the questionnaire completion process to the participants before data collection. The study objectives and confidentiality assurances were clearly explained to all participants. Informed consent was obtained from each participant. The structured questionnaires were distributed in person and collected on the same day, ensuring timely and complete responses. To maintain confidentiality and reduce response bias, all questionnaires were completed anonymously. The collected data were securely stored for subsequent analysis.

Statistical analysis

Data were analyzed using SPSS version 23 and AMOS software. Initially, descriptive statistics, including means, standard deviations, frequencies, and percentages, were calculated to summarize participants’ demographic characteristics such as gender, education level, job category, work experience, and affiliated organizational unit. These descriptive analyses provided a clear profile of the study sample.

To examine the relationships among the main study variables, creative thinking, experiential learning, and organizational maturity, Pearson correlation coefficients were computed. This allowed for the assessment of the strength and direction of bivariate associations, providing preliminary evidence related to the study hypotheses. However, these correlations were used only as an initial exploratory step, as they cannot capture causal pathways, mediation processes, or measurement errors.

Structural equation modeling (SEM) was employed using AMOS software. This approach was used to rigorously examine the direct and indirect relationships among variables. It also assessed the mediation effect of experiential learning in the relationship between creative thinking and organizational maturity. SEM was selected because, unlike simple correlation-based methods such as Pearson’s coefficients, it allows for simultaneous testing of complex theoretical models, provides a stronger basis for causal inference, and evaluates both measurement and structural components of the model40. This makes SEM theoretically more appropriate given the study’s aim to validate a multi-construct conceptual framework. SEM facilitated the simultaneous assessment of measurement and structural models, providing fit indices to evaluate how well the hypothesized model represented the observed data. Key fit indices reported included the Chi-square statistic, Comparative Fit Index (CFI), Tucker-Lewis Index (TLI), Root Mean Square Error of Approximation (RMSEA), and Standardized Root Mean Square Residual (SRMR). Acceptable thresholds for these indices were considered in the analysis. CFI and TLI values greater than 0.90 indicate good fit, RMSEA values below 0.08 suggest reasonable fit, and SRMR values less than 0.08 reflect an acceptable fit41. A non-significant Chi-square or a Chi-square to degrees of freedom ratio (χ²/df) less than 3 were also interpreted as indicators of model adequacy42.

Additionally, subgroup analyses were performed to explore whether the structural relationships varied across different demographic groups such as gender, job category, or education level. Adjusted analyses controlling for demographic variables were also conducted to ensure robustness of the findings and to account for any potential confounding effects.

Together, these analytic approaches provided comprehensive insights into the direct and indirect relationships among creative thinking, experiential learning, and organizational maturity within knowledge management professionals.

Results

A total of 505 participants from Shiraz University of Medical Sciences completed the questionnaire. The sample included 39.80% male and 60.20% female respondents. Regarding employment status, 90.50% were officially employed. The majority of participants held a bachelor’s degree (58.20%). Participants’ academic fields were predominantly in nursing sciences (49.30%). The average years of work experience was 20.12 years, with a standard deviation of 5.45, ranging from 1 to 30 years (Table 1).

Table 1 Distribution of the frequency of the participants (n = 505).
Full size table

The total score for creative thinking ranges from 20 to 100. The participants demonstrated a moderate level of creative thinking, with a mean score of 72.84 (SD = 10.65). For experiential learning, with scores ranging from 18 to 126, the participants reported relatively high levels of experiential engagement. The overall mean was 89.37 (SD = 12.45). Regarding organizational maturity, which ranges from 30 to 150, the participants’ perceptions were generally favorable, with a mean score of 108.72 (SD = 13.90) (Table 2).

Table 2 Mean and standard deviation of creative thinking, experiential learning, and organizational maturity, along with their dimensions, in the participants.
Full size table

To examine the relationships among the three main variables of the study, creative thinking, experiential learning, and organizational maturity, Pearson correlation coefficients were calculated. The results showed that all correlations were positive and statistically significant at the 0.05 level, indicating strong linear relationships among the constructs.

Specifically, creative thinking was significantly correlated with experiential learning (r = 0.61, p < 0.001). This suggests that individuals with higher creative thinking skills are more likely to engage deeply in experiential learning processes. Additionally, creative thinking showed a significant positive correlation with organizational maturity (r = 0.51, p < 0.001). This indicates that creative thinking may contribute to perceptions of a more mature and developed organizational environment. Furthermore, experiential learning was positively and strongly correlated with organizational maturity (r = 0.67, p < 0.001). This relationship demonstrates that deeper engagement in learning experiences is associated with more favorable evaluations of organizational development. These findings provide initial empirical support for the hypothesized relationships among the key variables and justify further analysis through structural equation modeling (Table 3).

Table 3 Correlation between creative thinking, experiential learning, and organizational maturity in the participants.
Full size table

To test the hypothesized mediation model, structural equation modeling (SEM) was conducted using AMOS. The proposed model examined the direct and indirect effects of creative thinking on organizational maturity, with experiential learning as the mediating variable. Demographic variables (gender, job category, education level, work experience, and organizational unit) were entered as control variables.

The model showed acceptable fit to the data, as evidenced by the following fit indices:

Chi-square/df = 2.14 (acceptable if < 3).

Comparative Fit Index (CFI) = 0.943 (acceptable if > 0.90).

Tucker–Lewis Index (TLI) = 0.928 (acceptable if > 0.90).

Root Mean Square Error of Approximation (RMSEA) = 0.061 (acceptable if < 0.08).

Standardized Root Mean Square Residual (SRMR) = 0.046 (acceptable if < 0.08).

These indices indicate that the model had an overall good fit.

To test the hypothesized mediation model, the direct and indirect effects among creative thinking, experiential learning, and organizational maturity were examined using structural equation modeling (SEM). The results are summarized in the following table (Table 4):

Table 4 Path coefficients and mediation analysis results for the structural Model.
Full size table

The indirect effect of creative thinking on organizational maturity via experiential learning was tested. The indirect effect was significant (β = 0.35, p < 0.001), and the direct effect remained significant, indicating partial mediation. This supports Hypothesis 4 (H4), suggesting that experiential learning partially mediates the relationship between creative thinking and organizational maturity.

Among the demographic variables, work experience had a small but significant effect on organizational maturity (β = 0.17, p = 0.038). Other variables, including gender, education level, job category, and affiliated organizational unit, were not significant predictors.

Figure 2 illustrates the structural equation model including standardized path coefficients (Fig. 2).

Fig. 2
Fig. 2The alternative text for this image may have been generated using AI.
Full size image

Structural Equation Model Illustrating the Partial Mediation of Experiential Learning in the Relationship Between Creative Thinking and Organizational Maturity.

Discussion

The present study investigated the interrelationships among creative thinking, experiential learning, and organizational maturity, using structural equation modeling (SEM) to test the mediating role of experiential learning. The results demonstrated significant positive associations among all three constructs. Mediation analysis confirmed that experiential learning partially mediates the relationship between creative thinking and organizational maturity. These findings extend prior research by providing empirical evidence from a healthcare academic context in a developing country, which has been largely underexplored in the literature. This adds novelty by demonstrating how creative thinking and experiential learning jointly contribute to organizational maturity in knowledge-intensive settings. These results have important theoretical and practical implications.

The Pearson correlation analysis revealed strong, positive relationships among the three main constructs of the study, including creative thinking, experiential learning, and organizational maturity. This triadic relationship highlights the interdependent roles of cognitive capability, learning behavior, and organizational development in professional environments.

Creative thinking demonstrated a significant positive correlation with experiential learning. This finding suggests that employees with stronger creative capabilities are more inclined to engage in experiential learning processes. This finding is consistent with constructivist learning theories, which emphasize the role of active, creative involvement in knowledge construction43. Creative individuals are often more curious, reflective, and willing to take intellectual risks, traits that align closely with the foundations of experiential learning. Gajda et al. (2017) meta-analysis supports this notion, reporting a moderate-to-strong correlation between creativity and learning outcomes across educational settings44.

Furthermore, creativity is known to enhance learners’ openness to ambiguous situations and novel problem-solving, which are core components of experiential learning45. For example, a recent study by Wang found that creative engagement enhances critical reflection and the integration of knowledge in work-based learning contexts46. The synergistic relationship between creativity and experiential learning appears to be both theoretically grounded and empirically robust. Creativity drives deeper learning experiences, which in turn may further stimulate creative insight, creating a self-reinforcing loop.

Creative thinking was also positively associated with organizational maturity. This finding indicates that creativity contributes not only to individual learning but also to organizational advancement. Creative employees are better equipped to challenge outdated routines, introduce innovations, and propose systemic improvements. These behaviors are hallmarks of a mature and adaptive organization. This is in line with Saleem et al., (2021) findings, which suggest that creative thinking significantly enhances service quality and organizational performance through more flexible and strategic decision-making47.

Similarly, a study by Obeidat et al., (2016) in the industrial sector demonstrated that organizational environments that encourage creative problem-solving tend to evolve more rapidly in terms of governance maturity, cross-functional integration, and learning agility48. These findings underline the critical role of creativity in driving not only innovation but also the structural and cultural transformations necessary for organizational growth and maturity.

Experiential learning showed the strongest correlation with organizational maturity, further emphasizing the developmental role of reflective and hands-on learning. Employees who actively engage in experiential learning tend to perceive their organizations as more mature. This may be because such organizations provide the scaffolding, including feedback mechanisms, learning opportunities, and supportive leadership, that facilitates experience-based development. Lim and Lee emphasized that organizations emphasizing experiential learning exhibit higher levels of adaptability and strategic foresight49.

In a related study, Bettinazzi and Zollo (2022) found that experiential learning enables employees to make sense of complex organizational processes50. This process fosters shared mental models and strategic coherence, both of which are essential dimensions of organizational maturity50. Thus, our findings add value by empirically confirming the critical role of experiential learning as a mechanism through which cognitive skills such as creativity are translated into organizational development, which has been underexplored in prior research.

The SEM results provided further evidence of these interrelations. They revealed a partial mediation effect of experiential learning in the relationship between creative thinking and organizational maturity. The partial mediation effect highlights a novel mechanism through which individual creativity translates into organizational development. While previous studies have documented links between creativity and performance, our study provides evidence that experiential learning acts as a critical pathway, reinforcing the practical implementation of creative ideas within organizational structures. This represents an important advancement over prior research, particularly in the context of medical universities. The significance of both the direct and indirect paths confirms that creativity has an independent effect on organizational maturity. This impact is further amplified when it is filtered through the mechanism of experiential learning. Kolb and Kolb (2009) emphasize that experiential learning not only fosters individual skill development but also acts as a critical mechanism for enhancing organizational maturity51, which supports the structural model results in our study. Additionally, Mumford et al. (2013) argue that creative thinking yields its greatest effectiveness when embedded within active and interactive learning processes, facilitating the institutionalization of creative ideas within organizational structures52. Thus, the present study extends the existing theoretical framework by providing new empirical evidence on the combined role of creativity and experiential learning in advancing organizational maturity in a knowledge-intensive academic healthcare context.

Theoretically, this partial mediation supports social cognitive theory and Kolb’s experiential learning model. It shows that creative cognition leads to active learning cycles that reinforce organizational insight and behavioral adaptation. In practice, this implies that organizations seeking to improve their maturity must not only recruit or train creative individuals but also design experiential learning environments that allow these individuals to explore, fail, reflect, and innovate, representing a practical application of the theoretical model.

Regarding demographic variables, only work experience emerged as a significant predictor of organizational maturity. This result reflects the cumulative nature of organizational insight. It also confirms that, over time, employees develop deeper understandings of organizational systems, interdependencies, and long-term patterns. In this regard, Wright et al. (2003) emphasized the importance of work experience and employee skill development for improving organizational performance and development53.

Interestingly, variables such as gender, education level, and job category did not significantly predict organizational maturity. This suggests that cognitive and experiential factors are more critical than demographic attributes in shaping perceptions and realities of organizational development.

Theoretical implications

The findings of this study contribute to the theoretical understanding of organizational development by highlighting the intertwined roles of creative thinking and experiential learning in fostering organizational maturity. First, the study provides empirical support for social cognitive theory and Kolb’s experiential learning model. It demonstrates that creative cognition stimulates active learning cycles, which in turn reinforce organizational insight, behavioral adaptation, and structural growth. Second, the partial mediation effect of experiential learning underscores a novel mechanism through which individual creativity translates into collective organizational advancement, extending prior theoretical frameworks. Third, by emphasizing the strong triadic relationship among creativity, experiential learning, and organizational maturity, this research extends existing frameworks on organizational development. It offers a nuanced perspective on how cognitive and experiential factors jointly drive maturity, which has not been explicitly explored in healthcare academic institutions in developing countries. Finally, the study suggests that theoretical models of organizational growth should integrate both individual-level psychological constructs and organizational learning processes. This approach is necessary to fully capture the dynamics of development in professional environments.

Conclusion

This study underscores the pivotal role of creative thinking and experiential learning in advancing organizational maturity. It also highlights the psychological mechanisms through which these factors drive organizational growth. The findings demonstrate that creative thinking not only directly enhances perceptions of organizational development but also positively influences experiential learning. Experiential learning, in turn, partially mediates this relationship. Based on these insights, organizations are encouraged to foster a culture of creativity by promoting idea generation, problem-solving, and flexible thinking through structured initiatives such as innovation labs and collaborative projects. Additionally, investing in experiential learning programs that include interactive training, simulations, real-world problem-solving, and reflective practices can transform creative capacity into tangible organizational effectiveness. Strengthening feedback systems, supporting long-term employee development through retention strategies and career pathways, and continuously monitoring transparency through audits and surveys can further consolidate organizational maturity. Collectively, these strategies provide a comprehensive roadmap for translating individual creativity and learning into sustained organizational growth and resilience. They offer both theoretical and practical implications for future research and organizational practice.

Limitation

Despite the valuable insights, this study is not without limitations. First, the cross-sectional design restricts causal inferences, and longitudinal or experimental data would provide a more accurate understanding of the relationships over time. Second, the study relied on self-report measures, which may be subject to social desirability bias and increase the risk of common method variance, potentially inflating the observed relationships among constructs. Third, the sample was drawn from a specific organizational context, which may limit the generalizability of the findings to other sectors or cultural settings. Future studies should consider multi-source data collection and statistical techniques to control for these potential biases.

Suggestions for future research

Future studies could address the above limitations by employing longitudinal or mixed-methods designs. Qualitative research, such as interviews or focus groups, may offer deeper insight into how creative thinking and experiential learning are cultivated in specific organizational contexts. Additionally, expanding the study across diverse industries and cultural backgrounds could help generalize the findings. Future research might also examine other potential mediators or moderators, such as organizational culture, leadership style, or psychological safety. This could help deepen our understanding of the mechanisms linking individual cognition and organizational development. Moreover, integrating moderating variables such as organizational culture or leadership style could provide valuable insights. It would clarify the conditions under which creative thinking and experiential learning most effectively enhance organizational maturity.