role of creativity in education

Why is Creativity Important in Education?

At its core, creativity is the expression of our most essential human qualities: our curiosity, our inventiveness, and our desire to explore the unknown. As we navigate an increasingly complex and changing world, promoting creativity in education is more important than ever before.

Prisma is the world’s most engaging virtual school that combines a fun, real-world curriculum with powerful mentorship from experienced coaches and a supportive peer community

The Importance of Creativity

We are all creative people, whether you think of yourself as creative or not. It takes creative thinking to paint a picture, but it also takes creative thinking to figure out the right formula to use in a spreadsheet, to invent a twist on a chocolate chip cookie recipe, or to plan a birthday party. But some people are more practiced and comfortable in the creative process than others.

At its core, creativity is the expression of our most essential human qualities: our curiosity, our inventiveness, and our desire to explore the unknown. Using creativity, we are able to push the boundaries of what is possible, imagine new worlds, and find solutions to the most pressing problems facing our society.

In a world where automation looms to take over all but the most innovative tasks—ones that truly require unique thinking—how can we make sure the next generation is capable of creatively solving these problems? We founded Prisma precisely because we were concerned traditional forms of education weren’t up to the challenge of creating future innovators.

In this post, we will explore the importance of creativity in the education system, the role of creativity in students' emotional development, and the ways in which it can be taught .

Creativity in Education

Despite the vital role creativity plays in our lives, it is often undervalued and neglected in our educational system. We are taught to memorize facts and figures, follow rules and procedures, and conform to the expectations of others. This approach may produce technically proficient students, but it fails to cultivate the spirit of creativity at the heart of true innovation.

In a rapidly evolving world with increasing automation, the ability to think creatively and come up with innovative solutions to problems is critical. This is particularly true in education, where fostering creativity can help students develop important critical thinking skills, as well as prepare them for the 21st-century workforce.

Creativity=Critical Thinking

“There’s no doubt that creativity is the most important human resource of all. Without creativity, there would be no progress, and we would forever be repeating the same patterns.” -Edward de Bono

What does creativity have to do with critical thinking ? At its core, creativity is about problem-solving . This is a skill becoming increasingly important right now as the world rapidly changes. To keep up with these changes, young people need to be able to come up with creative ways to solve problems, and be able to adapt to new situations quickly.

At Prisma, learners engage in a workshop called Collaborative Problem-Solving twice per week. These workshops might involve a critical thinking simulation, like when learners had to choose which businesses to invest in, Shark Tank style; or a science simulation where they had to figure out how to power a city using a combination of resources. In real life, much of creative problem solving happens in teams, yet in many traditional schools, kids are asked to solve problems on their own.

To build the form of creativity that leads to innovative thinking, learners need complex, interesting problems to solve. Education needs to figure out ways to design these kinds of authentic problems to prepare learners to succeed.

Creativity & Social Emotional Skills

“The most regretful people on Earth are those who felt the call to creative work, who felt their own creative power restive and uprising, and gave it neither power nor time.” -Mary Oliver

One of the benefits of creativity is the role it can play in the development of emotional intelligence . As mentioned above, creativity is an essential part of what it means to be human. It feels good to make something and be proud of it! When learners are given the opportunity for creative expression, it can help them develop their self-esteem and build confidence .

Prisma learners complete a creative project every 6 weeks based on our interdisciplinary learning themes , and present their final projects during a celebratory “Expo Day.” LaShonda S., a Prisma parent, described how making a creative project for the first time impacted her son this way: “His sense of pride and accomplishment has gone through the roof. He has told all of our family and friends about his podcast.”

Building students’ creativity isn’t just about the warm and fuzzy feelings, though. Going through a creative process is tough, and can build resilience, grit , and tenacity. It’s much easier to follow step-by-step instructions than it is to brainstorm, ideate, and iterate on your own idea. Creative projects can help kids learn to take risks and embrace failure, which is always an important part of the creative process.

In addition, creativity can help students develop important social skills. When learners work on creative projects together, they learn to collaborate and communicate effectively. This is an important skill for the 21st-century workforce , where teamwork and collaboration are essential. Since Prisma is a virtual school, our learners go even further, learning how to collaborate on creative projects virtually with young people all over the world, much like many adults do in their jobs today.

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Role of Creativity in the Education System

The education system has not always prioritized creativity. In fact, many education systems around the world have placed a greater emphasis on rote learning and standardized testing than on creativity and innovation.

Chen Jining, the president of Tsinghua University in China, once described the dichotomy between “A students” And “X students.” “A students” were those who followed all the rules, achieved excellent grades from kindergarten through high school, and aced standardized tests. Jining noticed what these Chinese students often lacked, however, was an aptitude for risk taking, trying new things, and “defining their own problems rather than simply solving the ones in the textbook.” (Mitchell Resnick, Lifelong Kindergarten ). The kind of creative people who could do those things could be thought of as “X students.”

High-achieving students who lack creativity are a major problem for any society who wants to solve problems, invent solutions, and innovate. What kind of learning environment might create a society of “X students” rather than just “A students”?

Creative Thinkers in Education

Fortunately, there are many educators and thinkers working to promote creativity in education. Sir Ken Robinson made a splash when he argued in a highly popular TedTalk and other writing & speeches that traditional education systems kill creativity.

Prisma’s curriculum was inspired by Seymour Papert , a mathematician and computer scientist who was a pioneer in the field of educational technology. Papert believed technology could be used to promote creativity and empower students to learn in new and innovative ways. He also believed creativity was a key component of the learning process, and that students should be given the freedom to explore and experiment to develop their creative thinking skills. His philosophy that learners learn most when engaged in a process of “ hard fun ” inspired the design of Prisma’s engaging curriculum themes & creative projects.

Another influential thinker in the field of creativity in education is Peter Gray , a psychologist and author who has written extensively on the importance of play and creative expression in children's lives. Gray argues play and creativity are essential for children's emotional and cognitive development and that schools should prioritize these activities to promote social skills and academic success.

Assessing Creativity

Unlike standardized tests, which (arguably) provide a clear measure of students' knowledge and understanding, creativity is more difficult to assess. This prompts some educators to dismiss its importance. However, there are ways to measure creativity, such as through creative projects and assessments focusing on problem-solving and critical thinking skills.

Before joining the founding team of Prisma, I researched creative assessment at Harvard. We discovered strategies such as assessing the process as well as the final product, allowing opportunities for peer & family feedback, and incorporating self-assessment and self-reflection helped reliably assess students’ creativity.

4 Ways to Teach Creativity

So how can teachers and homeschool parents foster creativity?

• Design a creative classroom environment , or make your home workspace more creatively inspiring. Of course, at a baseline, a creative learning environment may include materials like art supplies, building blocks, and maker tools, but kids can also be creative with digital tools like Procreate , TinkerCad , Canva , and plain old pen and paper. Remember, creativity is about ideas, not materials!
• Provide opportunities for brainstorming , encouraging students to come up with their own ideas. Instead of deciding in advance what learners will create and what the steps will be, consider coming up with the project together, or letting learners design their own . At Prisma, learners get multiple options each cycle for projects they can complete, and also have the opportunity to propose and design their own projects.
• Foster a creative mindset . This involves encouraging students to take risks and embrace failure, and helping them understand creativity is a process, not a product. At Prisma, this looks like using badges instead of traditional grades , and offering lots of opportunities for kids to reflect on not only what they made, but what they learned along the way. Don’t just give praise for what a learner completed, but their behavior during the process: for example, “I noticed how you changed your idea after you got peer feedback, what a great creative mindset!” instead of “Your drawing is really good!”
• Teach creative thinking skills explicitly . This can involve teaching students how to brainstorm effectively, how to find a creative flow state , and how to give & get feedback on their ideas. At Prisma, we use design thinking frameworks and teach learners the steps.

So what happens when schools decide to emphasize these strategies? Kids can do amazing things! As one Prisma parent describes, “ This year, my 10 year old designed her own ecosystem in TinkerCAD, started her own business with a functioning website, served as "Swedish Ambassador to the UN council" where she debated how to resolve the Syrian refugee crisis, coded her own game to educate others on Audio-Sensory-Processing-Disorder, and wrote her own fairy tale.”

Creativity is a critical component of education in the 21st century. By promoting creativity, you can help students develop important problem-solving and critical thinking skills, as well as foster their emotional and social development. While there are challenges to promoting creativity in the education system, there are also many educators and thinkers who are working to make creativity a priority in education. As we navigate an increasingly complex and changing world, promoting creativity in education is more important than ever before.

More Resources for Creative Education

Our Guide to Design Thinking For Kids

Our Guide to Entrepreneurship For Kids

Our Guide to Curiosity in Education

Our Guide to Interdisciplinary Education

Our Guide to Real-World Education

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Article contents

Creativity in education.

• Anne Harris Anne Harris RMIT University
•  and  Leon De Bruin Leon De Bruin RMIT University
• https://doi.org/10.1093/acrefore/9780190264093.013.383
• Published online: 26 April 2018

Creativity is an essential aspect of teaching and learning that is influencing worldwide educational policy and teacher practice, and is shaping the possibilities of 21st-century learners. The way creativity is understood, nurtured, and linked with real-world problems for emerging workforces is significantly changing the ways contemporary scholars and educators are now approaching creativity in schools. Creativity discourses commonly attend to creative ability, influence, and assessment along three broad themes: the physical environment, pedagogical practices and learner traits, and the role of partnerships in and beyond the school. This overview of research on creativity education explores recent scholarship examining environments, practices, and organizational structures that both facilitate and impede creativity. Reviewing global trends pertaining to creativity research in this second decade of the 21st century, this article stresses for practicing and preservice teachers, schools, and policy makers the need to educationally innovate within experiential dimensions, priorities, possibilities, and new kinds of partnerships in creativity education.

• creative ecologies
• creative environments
• creative industries

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date: 19 April 2024

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What is creativity in education?

• Curriculum integration
• Health, PE & relationships
• Literacy (primary level)
•   Practice: early literacy
• Literacy (secondary level)
• Mathematics

Diverse learners

• Gifted and talented
• Neurodiversity
• Speech and language differences
• Trauma-informed practice
• Executive function
• Movement and learning 
• Science of learning
• Self-efficacy
• Self-regulation
• Social connection
• Social-emotional learning
• Principles of assessment
• Assessment for learning
• Measuring progress
• Self-assessment

Instruction and pedagogy

• Classroom management
• Culturally responsive pedagogy
• Co-operative learning
• High-expectation teaching
• Philosophical approaches
• Planning and instructional design
• Questioning

Relationships

• Home-school partnerships
• Student wellbeing NEW
• Transitions

Teacher development

• Instructional coaching
• Professional learning communities
• Teacher inquiry
• Teacher wellbeing
• Instructional leadership
• Strategic leadership

Learning environments

• Flexible spaces
• Neurodiversity in Primary Schools
• Neurodiversity in Secondary Schools

Human beings have always been creative. The fact that we have survived on the planet is testament to this. Humans adapted to and then began to modify their environment. We expanded across the planet into a whole range of climates. At some point in time we developed consciousness and then language. We began to question who we are, how we should behave, and how we came into existence in the first place. Part of human questioning was how we became creative.

The myth that creativity is only for a special few has a long, long history. For the Ancient Chinese and the Romans, creativity was a gift from the gods. Fast forward to the mid-nineteenth century and creativity was seen as a gift, but only for the highly talented, romantically indulgent, long-suffering and mentally unstable artist. Fortunately, in the 1920s the field of science began to look at creativity as a series of human processes. Creative problem solving was the initial focus, from idea generation to idea selection and the choice of a final product. The 1950s were a watershed moment for creativity. After the Second World War, the Cold War began and competition for creative solutions to keep a technological advantage was intense. It was at this time that the first calls for STEM in education and its associated creativity were made. Since this time, creativity has been researched across a whole range of human activities, including maths, science, engineering, business and the arts.

The components of creativity

So what exactly is creativity? In the academic field of creativity, there is broad consensus regarding the definition of creativity and the components which make it up. Creativity is the interaction between the learning environment, both physical and social, the attitudes and attributes of both teachers and students, and a clear problem-solving process which produces a perceptible product (that can be an idea or a process as well as a tangible physical object). Creativity is producing something new, relevant and useful to the person or people who created the product within their own social context. The idea of context is very important in education. Something that is very creative to a Year One student – for example, the discovery that a greater incline on a ramp causes objects to roll faster – would not be considered creative in a university student. Creativity can also be used to propose new solutions to problems in different contexts, communities or countries. An example of this is having different schools solve the same problem and share solutions.

Creativity is an inherent part of learning. Whenever we try something new, there is an element of creativity involved. There are different levels of creativity, and creativity develops with both time and experience. A commonly cited model of creativity is the 4Cs [i] . At the mini-c level of creativity, what someone creates might not be revolutionary, but it is new and meaningful to them. For example, a child brings home their first drawing from school. It means something to the child, and they are excited to have produced it. It may show a very low level of skill but create a high level of emotional response which inspires the child to share it with their parents.

The little-c level of creativity is one level up from the mini-c level, in that it involves feedback from others combined with an attempt to build knowledge and skills in a particular area. For example, the painting the child brought home might receive some positive feedback from their parents. They place it on the refrigerator to show that it has value, give their child a sketchbook, and make some suggestions about how to improve their drawing. In high school the student chooses art as an elective and begins to receive explicit instruction and assessed feedback. In terms of students at school, the vast majority of creativity in students is at the mini-c and little-c level.

The Pro-c level of creativity in schools is usually the realm of teachers. The teacher of art in this case finds a variety of pedagogic approaches which enhance the student artist’s knowledge and skills in art as well as building their creative competencies in making works of art. They are a Pro-c teacher. The student will require many years of deliberate practice and training along with professional levels of feedback, including acknowledgement that their work is sufficiently new and novel for them to be considered a creative professional artist at the pro-c level.

The Big-C level of creativity is the rarefied territory of the very few. To take this example to the extreme, the student becomes one of the greatest artists of all time. After they are dead, their work is discussed by experts because their creativity in taking art to new forms of expression is of the highest level. Most of us operate at the mini-c and little-c level with our hobbies and activities. They give us great satisfaction and enjoyment and we enjoy building skills and knowledge over time.  Some of us are at the pro-c level in more than one area.

The value of creativity in education

Creativity is valuable in education because it builds cognitive complexity. Creativity relies on having deep knowledge and being able to use it effectively. Being creative involves using an existing set of knowledge or skills in a particular subject or context to experiment with new possibilities in the pursuit of valued outcomes , thus increasing both knowledge and skills. It develops over time and is more successful if the creative process begins at a point where people have at least some knowledge and skills. To continue the earlier example of the ramp, a student rolling a ball down an incline may notice that the ball goes faster if they increase the incline, and slower if they decrease it. This discovery may lead to other possibilities – the student might then go on to observe how far the ball rolls depending on the angle of the incline, and then develop some sort of target for the ball to reach. What started as play has developed in a way that builds the student’s knowledge, skills and reasoning. It represents the beginning of the scientific method of trial and error in experimentation.

Creativity is not just making things up. For something to meet the definition of creativity, it must not only be new but also relevant and useful. For example, if a student is asked to make a new type of musical instrument, one made of salami slices may be original and interesting, but neither relevant nor useful. (On the other hand, carrots can make excellent recorders). Creativity also works best with constraints, not open-ended tasks. For example, students can be given a limit to the number of lines used when writing a poem, or a set list of ingredients when making a recipe. Constrained limits lead to what cognitive scientists call desirable difficulties as students need to make more complex decisions about what they include and exclude in their final product. A common STEM example is to make a building using drinking straws but no sticky tape or glue. Students need to think more deeply about how the various elements of a building connect in order for the building to stand up.

Creativity must also have a result or an outcome . In some cases the result may be a specific output, such as the correct solution to a maths problem, a poem in the form of a sonnet, or a scientific experiment to demonstrate a particular type of reaction. As noted above, outputs may also be intangible: they might be an idea for a solution or a new way of looking at existing knowledge and ideas. The outcome of creativity may not necessarily be pre-determined and, when working with students, generating a specific number of ideas might be a sufficient creative outcome.

Myths about creativity

It is important that students are aware of the components that make up creativity, but it is also critical that students understand what creativity is not, and that the notion of creativity has been beset by a number of myths. The science of creativity has made great progress over the last 20 years and research has dispelled the following myths:

• Creativity is only for the gifted
• Creativity is only for those with a mental illness
• Creativity only lives in the arts
• Creativity cannot be taught
• Creativity cannot be learned
• Creativity cannot be assessed
• Schools kill creativity in their students
• Teachers do not understand what creativity is
• Teachers do not like creative students

The science of creativity has come a long way from the idea of being bestowed by the gods of ancient Rome and China. We now know that creativity can be taught, learned and assessed in schools. We know that everyone can develop their creative capacities in a wide range of areas, and that creativity can develop from purely experiential play to a body of knowledge and skills that increases with motivation and feedback.

Creativity in education 

The world of education is now committed to creativity. Creativity is central to policy and curriculum documents in education systems from Iceland to Estonia, and of course New Zealand. The origins of this global shift lie in the 1990s, and it was driven predominantly by economics rather than educational philosophy.

There has also been a global trend in education to move from knowledge acquisition to competency development. Creativity often is positioned as a competency or skill within educational frameworks. However, it is important to remember that the incorporation of competencies into a curriculum does not discount the importance of knowledge acquisition. Research in cognitive science demonstrates that students need fundamental knowledge and skills. Indeed, it is the sound acquisition of knowledge that enables students to apply it in creative ways . It is essential that teachers consider both how they will support their students to acquire the necessary knowledge and skills in their learning area as well as the opportunities they will provide for applying this knowledge in ways that support creativity. In fact, creativity requires two different sets of knowledge: knowledge and skills in the learning area, and knowledge of and skills related to the creative process, from idea generation to idea selection, as well as the appropriate attitudes, attributes and environment.

Supporting students to be creative

In order for teachers to support students to be creative, they should attend to four key areas. Firstly, creativity needs an appropriate physical and social environment . Students need to feel a sense of psychological safety when being creative. The role of the teacher is to ensure that all ideas are listened to and given feedback in a respectful manner. In terms of the physical environment, a set of simple changes rather than a complete redesign of classrooms is required: modifying the size and makeup of student groups, working on both desks and on whiteboards, or taking students outside as part of the idea generation process can develop creative capacity. Even something as simple as making students more aware of the objects and affordances which lie within a classroom may help with the creative process.

Secondly, teachers can support students to develop the attitudes and attributes required for creativity , which include persistence, discipline, resilience, and curiosity. Students who are more intellectually curious are open to new experiences and can look at problems from multiple perspectives, which builds creative capacity. In maths, for example, this can mean students being shown three or four different ways to solve a problem and selecting the method that best suits them. In Japan, students are rewarded for offering multiple paths to a solution as well as coming up with the correct answer.

Thirdly, teachers can support the creative process . It begins with problem solving, or problem posing, and moves on to idea generation. There are a number of methods which can be used when generating ideas such as brainstorming, in which as many ideas as possible are generated by the individual or by a group. Another effective method, which has the additional benefit of showing the relationships between the ideas as they are generated, is mind-mapping. For example, rather than looking at possible causes of World War Two as a list, it might be better to categorise them into political, social and economic categories using a mind map or some other form of graphic organiser. This creative visual representation may provide students with new and useful insights into the causes of the war. Students may also realise that there are more categories that need to be considered and added, thus allowing them to move from surface to deep learning as they explore relationships rather than just recalling facts. Remember that creativity is not possible without some knowledge and skills in that subject area. For instance, proposing that World War Two was caused by aliens may be considered imaginative, but it is definitely not creative.

The final element to be considered is that of the outcomes – the product or results – of creativity . However, as with many other elements of education, it may be more useful to formatively assess the process which the students have gone through rather than the final product. By exploring how students generated ideas, whether the method of recording ideas was effective, whether the final solutions were practical, and whether they demonstrated curiosity or resilience can often be more useful than merely grading the final product. Encouraging the students to self-reflect during the creative process also provides students with increased skills in metacognition, as well as having a deeper understanding of the evolution of their creative competencies. It may in fact mean that the final grade for a piece of work may take into account a combination of the creative process as observed by the teacher, the creative process as experienced and reported by the student, and the final product, tangible or intangible.

Collard, P., & Looney, J. (2014). Nurturing creativity in education . European Journal of Education, 49 (3), 348-364.

Craft, A. (2001). An analysis of research and literature on creativity in education : Report prepared for the Qualifications and Curriculum Authority.

Runco, M. (2008). Creativity and education . New Horizons in Education, 56 (1), 96-104.

[i] Kaufman, J. C., & Beghetto, R. A. (2009). Beyond big and little: The four C model of creativity .  Review of General Psychology,  13(1), 1-12.

By Tim Patston

PREPARED FOR THE EDUCATION HUB BY

Dr Tim Patston

Dr Tim Patston is a researcher and educator with more than thirty years’ experience working with Primary, Secondary and Tertiary education providers and currently is the leader of consultancy activities for C reative Actions . He also is a senior adjunct at the University of South Australia in UniSA STEM and a senior fellow at the University of Melbourne in the Graduate School of Education. He publishes widely in the field of Creative Education and the development of creative competencies and is the featured expert on creativity in the documentary Finding Creativity, to be released in 2021. 

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Thanks, Nina

Understanding Creativity

• Posted June 25, 2020
• By Emily Boudreau

Understanding the learning that happens with creative work can often be elusive in any K–12 subject. A new study from Harvard Graduate School of Education Associate Professor Karen Brennan , and researchers Paulina Haduong and Emily Veno, compiles case studies, interviews, and assessment artifacts from 80 computer science teachers across the K–12 space. These data shed new light on how teachers tackle this challenge in an emerging subject area.

“A common refrain we were hearing from teachers was, ‘We’re really excited about doing creative work in the classroom but we’re uncertain about how to assess what kids are learning, and that makes it hard for us to do what we want to do,’” Brennan says. “We wanted to learn from teachers who are supporting and assessing creativity in the classroom, and amplify their work, and celebrate it and show what’s possible as a way of helping other teachers.”

Create a culture that values meaningful assessment for learning — not just grades

As many schools and districts decided to suspend letter grades during the pandemic, teachers need to help students find intrinsic motivation. “It’s a great moment to ask, ‘What would assessment look like without a focus on grades and competition?’” says Veno.

Indeed, the practice of fostering a classroom culture that celebrates student voice, creativity, and exploration isn’t limited to computer science. The practice of being a creative agent in the world extends through all subject areas.

The research team suggests the following principles from computer science classrooms may help shape assessment culture across grade levels and subject areas.

Solicit different kinds of feedback

Give students the time and space to receive and incorporate feedback. “One thing that’s been highlighted in assessment work is that it is not about the teacher talking to a student in a vacuum,” says Haduong, noting that hearing from peers and outside audience members can help students find meaning and direction as they move forward with their projects.

• Feedback rubrics help students receive targeted feedback from audience members. Additionally, looking at the rubrics can help the teacher gather data on student work.

Emphasize the process for teachers and students

Finding the appropriate rubric or creating effective project scaffolding is a journey. Indeed, according to Haduong, “we found that many educators had a deep commitment to iteration in their own work.” Successful assessment practices conveyed that spirit to students.

• Keeping design journals can help students see their work as it progresses and provides documentation for teachers on the student’s process.
• Consider the message sent by the form and aesthetics of rubrics. One educator decided to use a handwritten assessment to convey that teachers, too, are working on refining their practice.

Scaffold independence

Students need to be able to take ownership of their learning as virtual learning lessens teacher oversight. Students need to look at their own work critically and know when they’ve done their best. Teachers need to guide students in this process and provide scaffolded opportunities for reflection.

• Have students design their own assessment rubric. Students then develop their own continuum to help independently set expectations for themselves and their work.

Key Takeaways

• Assessment shouldn’t be limited to the grade a student receives at the end of the semester or a final exam. Rather, it should be part of the classroom culture and it should be continuous, with an emphasis on using assessment not for accountability or extrinsic motivation, but to support student learning.
• Teachers can help learners see that learning and teaching are iterative processes by being more transparent about their own efforts to reflect and iterate on their practices.
• Teachers should scaffold opportunities for students to evaluate their own work and develop independence.

Additional Resources

• Creative Computing curriculum and projects
• Karen Brennan on helping kids get “unstuck”
• Usable Knowledge on how assessment can help continue the learning process

Usable Knowledge

Connecting education research to practice — with timely insights for educators, families, and communities

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Extra Credit

Role of Creativity in Educational Systems and the Change Process

• First Online: 10 November 2018

Cite this chapter

• Daniel Fasko Jr. 14 &
• Mary G. Rizza 14  

Part of the book series: Creativity Theory and Action in Education ((CTAE,volume 3))

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Creativity informs learning and instruction. In turn, creative thought positively influences systemic change in schools. Good teachers are also creative teachers. Creative teachers instill in their students both creative skills and dispositions, regardless of the educational environmental pressures. With the greater emphasis on accountability and testing in schools, creative thinking does not seem to have a role in current educational reform movements. However, there are educational initiatives that have positive effects on teaching and learning. One such example is the Partnership for 21st Century Skills that specifies skills students need to succeed. Moreover, educational systems are inherently stifling to creativity and thus the demand for creative thinkers can be expected to increase to meet the demands of innovation. Change in schools is often fueled by the need to improve student progress in specific areas, such as math and English/language arts. We contend that the ultimate goal of the change process should be to provide institutional support to develop a more creative workplace. The importance of change that encourages mutual support and a sense of community with a redistributed power structure is valued in this chapter. Implications for educational policy, practice, and research bring the discussion to an end.

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Acknowledgements

Daniel Fasko is grateful for the opportunity to collaborate on this book with his coauthor. He is eternally grateful to his wife, Sharla, for her editorial assistance, and endless patience with his writing endeavors. She is truly a saint!

We would also like to thank editor Carol A. Mullen for her encouragement, thoughtful comments, and support in contributing to this innovative and timely volume.

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Fasko, D., Rizza, M.G. (2019). Role of Creativity in Educational Systems and the Change Process. In: Mullen, C.A. (eds) Creativity Under Duress in Education?. Creativity Theory and Action in Education, vol 3. Springer, Cham. https://doi.org/10.1007/978-3-319-90272-2_20

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December 28, 2016

How Can Education Foster Imagination and Creativity?

Insights about how to cultivate imagination from an all-star cast of educators

By Scott Barry Kaufman

Jamarcus Brown  Unsplash

This article was published in Scientific American’s former blog network and reflects the views of the author, not necessarily those of Scientific American

What is the role of imagination in education, and how can education foster imagination and creativity? What is the purpose of education? What is the purpose of a teacher? What are the active ingredients of effective learning? Given educators’ penchant for measurement, how might imagination and creativity be assessed in students and in teachers?

These were the sort of questions discussed by a group of leading educators, psychologists, designers, and entrepreneurs that convened earlier this year in Philadelphia. Goals of the weekend included discussing and advancing our knowledge of what role imagination plays in learning, how schools can plant and nurture imagination in children, and what the perfect vision of an imaginative education might look like, both in theory and reality. 

Participants in the retreat included:

On supporting science journalism

If you're enjoying this article, consider supporting our award-winning journalism by subscribing . By purchasing a subscription you are helping to ensure the future of impactful stories about the discoveries and ideas shaping our world today.

Kanya Balakrishna Cofounder & President, The Future Project, NYC

Angela Duckworth Cofounder, Character Lab; Professor of Psychology, Penn

Mark Gutkowski Director of Mastery, Avenues: The World School, NYC

Stephen Hamilton Dean of the Graduate School of Education, High Tech High

Scott Barry Kaufman Scientific Director, Imagination Institute

Donald Kamentz Executive Director, Character Lab

Jessica Lahey Journalist/Author/Teacher

Andrew Mangino Cofounder & CEO, The Future Project, NYC

Rebecca Nyquist Research Coordinator, Duckworth Lab, Positive Psychology Center, Penn

Dominic Randolph Head of School, Riverdale Country School, NYC

Martin Seligman Director, Positive Psychology Center, Penn

Neil Stevenson Executive Portfolio Director, IDEO

Diane Tavenner Founder & CEO, Summit Public Schools 

Boyd White Assistant Director, Summer Academic Programs, Center for Talented Youth 

Credit: Scott Barry Kaufman

So what happens when you get the equivalent of the starting line of the LA Lakers in the education world together for two days to discuss some of the most important questions surrounding the nurturance of possibilities in children? After an entire weekend of circling around the topic of imagination and creativity,the one thing that everyone could agree on is that there is no simple formula or magic ingredient, no one thing that fosters creativity in education. Nevertheless, schools can make a number of changes to their culture to increase the chances that a creativity weather system might form, a system that might just coalesce into a perfect storm, causing creativity to rain down.

Among the various factors discussed were:

Intelligence

Personal investment

Inspiration

Imagination

Comfort with frustration

Acceptance of discomfort

Opportunity 

If we were to define imagination in terms of education, based on our discussion over the weekend, imagination-- this critical piece of learning, passion, and agency-- is best defined as what allows students to know what could be, to have hope, and to find ways to turn that hope into reality.

We hope the fruits of this retreat inspires educators, administrators, and parents to put imagination and creativity front and center on the agenda! As you can clearly see through these discussions, creativity is not an add-on, or an enhancement once the student acquires knowledge. It's what enables deep learning, and the proliferation of a more peaceful world.

You can download the full report here .* Also, here are some highlights:

* Thanks for Jessica Lahey for preparing the report!

Igniting Minds: The Crucial Role of Creativity in Education

Table of Contents

Creativity is a vital component of education, fostering critical thinking and problem-solving skills that students will need in their adult lives. The development of creativity is crucial in preparing young learners for the challenges they will encounter in the future.

Incorporating creativity into the classroom is essential for enhancing educational outcomes. Students who are encouraged to think creatively are more engaged in the learning process, leading to better retention of information and improved academic performance. The integration of artistic expression and multidisciplinary creativity into the curriculum promotes a well-rounded education and the cultivation of originality.

21st-century skills such as critical thinking, collaboration, and problem-solving are essential for the workplace of tomorrow. Encouraging innovative thinking and creative approaches to learning is vital in preparing students for the dynamic, ever-evolving job market.

Key Takeaways

Creativity plays a crucial role in education, fostering critical thinking and problem-solving skills.

Incorporating creativity into the classroom enhances educational outcomes and promotes student engagement.

The integration of artistic expression and multidisciplinary creativity into the curriculum promotes a well-rounded education and the cultivation of originality.

21st-century skills such as critical thinking, collaboration, and problem-solving are crucial for the future job market, making the development of innovative thinking and creative approaches to learning essential.

Learning through Creativity

Creativity is a fundamental aspect of learning and plays a crucial role in shaping students’ development. It provides an environment for students to explore, experiment and develop new ideas. A creative learning process encourages students to think outside the box and approach problems from different perspectives.

Importance of Imagination

Imagination is a key component of creativity, and it promotes intellectual growth and development. Students who are encouraged to use their imaginations are more likely to take risks, think creatively, and develop new ideas. Imagination also helps students to visualize concepts and subjects, which improves their understanding and retention of information.

Creative learning techniques like storytelling, role-playing, and visual arts can all help to foster imagination in students, enabling them to take an active role in their learning process. By using their imaginations in learning, students develop a sense of ownership and curiosity that inspires them to explore new topics and ideas.

Benefits of Incorporating Creative Thinking Techniques in Teaching Methodologies

Incorporating creative thinking techniques in teaching methodologies has several benefits for students and teachers alike. Creative thinking allows students to develop problem-solving skills, which are essential in all aspects of life. By incorporating creative thinking techniques into lessons and activities, students learn to identify problems, explore different solutions, and develop critical thinking skills.

Creative thinking also encourages students to take risks, be more resourceful, and develop self-confidence. It promotes student engagement and creates a positive learning environment, where students feel empowered to take an active role in their education. By incorporating creative thinking techniques in teaching methodologies, teachers can help students to become independent learners who are better equipped to face future challenges.

Fostering Innovative Thinking

In today’s rapidly changing world, educational institutions need to prioritize the development of innovative thinking skills in their students. The emphasis on 21st-century skills such as critical thinking, collaboration, and problem-solving have never been more crucial.

Creativity has become a vital tool for fostering innovative thinking in education . Incorporating creative approaches to teaching can prepare students for future challenges by allowing them to explore different perspectives and come up with unique solutions to problems.

Creative Approaches to Teaching

Creative approaches to teaching can include anything from incorporating visual aids and multimedia into lessons to encouraging students to come up with their own creative projects. Tools such as mind mapping, brainstorming, and creative writing can be used to stimulate innovative thinking.

Collaborative approaches to learning can also enhance innovative thinking. Group projects and discussions can help students learn to work with others, exchange ideas, and consider different perspectives.

Preparing Students for the Future

Fostering innovative thinking in education is essential for preparing students for the future. Employers recognize that innovative thinking is a valuable skill for their employees and are actively seeking candidates with these skills. A recent survey of business leaders found that 72% believed creativity is the number one skill needed for future success.

By prioritizing innovative thinking, educators can help prepare students for successful careers and a future that will require them to think outside the box.

Artistic Expression in Education

The integration of arts in education has been gaining momentum in recent years, and for a good reason. The inclusion of artistic expression in the curriculum has proven to enhance creativity, self-expression, and emotional intelligence.

Studies have shown that students who participate in the arts consistently score higher on measures of creativity, problem-solving, and critical thinking. Additionally, artistic expression provides an outlet for students to explore their emotions and thoughts in a safe and creative environment, promoting mental wellbeing.

Integrating Arts in Education

Integrating arts in education doesn’t necessarily mean that every student will become a professional artist. Instead, arts education aims to promote creativity, critical thinking, and problem-solving skills in all students, regardless of their intended career path.

There are numerous ways to integrate artistic expression in education, including through the incorporation of visual arts, music, dance, and theater. Multidisciplinary approaches to creativity can help students develop a well-rounded perspective, enabling them to approach problems and challenges from different angles.

Cultivating Originality

Encouraging exploration and creativity allows students to break free from traditional modes of thinking and develop unique perspectives and ideas. Cultivating originality is therefore critical in fostering individuality and promoting innovation in the classroom.

Exploration and Creativity

Exploration and creativity are intimately related as they both involve taking risks, experimenting, and stepping outside of one’s comfort zone. By providing opportunities for exploration and experimentation, educators can promote creativity and ensure that students feel comfortable taking risks in their learning.

One way to encourage exploration and creativity is by allowing students to pursue their interests and passions and incorporating these into classroom activities. Another method is to present open-ended problems and challenges that allow students to approach solutions in a variety of ways.

The Role of Creativity in Fostering Originality

Creativity plays a vital role in fostering originality by allowing students to generate unique ideas and solutions through the use of imagination and divergent thinking. By providing opportunities for creative expression, educators can help students develop their own voice and perspective, allowing them to contribute to the classroom in meaningful and individualized ways.

It is through this kind of individual creativity that students are best equipped to tackle the complex challenges of the modern world, which demand originality and innovation. By fostering originality in the classroom, educators are ensuring that their students are prepared to be successful leaders and contributors in their future endeavors.

Problem-Solving Skills Development

Creativity plays a vital role in the development of problem-solving skills. By approaching challenges from different perspectives, students engage in critical thinking, enabling them to identify alternative solutions. Creative problem-solving methodologies foster the cognitive benefits of increased analytical and critical thinking, enabling students to tackle complex problems.

Research shows that creative problem-solving helps to develop cognitive flexibility, the ability to switch between different mental frameworks or adapt to new situations. As students learn to be more flexible in their thinking, they develop a sense of confidence and self-efficacy in their ability to think through problems and arrive at successful solutions.

FUTURE-READY LEARNERS

Creativity plays a vital role in preparing students for future careers. As industries continue to evolve rapidly, employers seek innovative thinkers who can adapt to change and find solutions to complex problems.

Research indicates that creativity is a key attribute employers look for in potential employees. In a survey conducted by IBM, CEOs identified creativity as the most crucial skill for future business success. In another study , Adobe found that businesses that foster creativity achieve 1.5 times more revenue growth than those that do not prioritize creativity.

By integrating creativity in education, schools can cultivate future-ready learners who possess the critical thinking, problem-solving, and innovative skills employers demand. Students who engage in creative thinking are better equipped to navigate the challenges of the future.

Creativity in Classroom Dynamics

Creativity can have a significant impact on classroom dynamics by promoting student engagement and active participation. Incorporating creativity as a learning tool can help teachers create an engaging learning environment that encourages students to think creatively and express their ideas.

Creative Classroom Activities

One effective way to integrate creativity into classroom dynamics is through creative classroom activities. These activities can range from brainstorming sessions to group projects that require students to work together to problem-solve. By working collaboratively, students can learn how to communicate effectively, build trust, and respect the ideas of others.

Creative classroom activities can also help students develop their critical thinking and problem-solving skills. For instance, students can be given a challenging task and asked to come up with a unique solution using their creativity and imagination.

Creating a Safe Space for Creativity

Creating a safe space for creativity is essential in promoting student engagement and participation. Teachers can achieve this by encouraging students to share their ideas and thoughts without fear of criticism or judgment.

By creating a space where students feel safe to express themselves, teachers can help students develop their confidence and self-esteem. This, in turn, can lead to increased participation and engagement, and ultimately better learning outcomes.

Creative Thinking Techniques

Another way to promote creativity in classroom dynamics is by using creative thinking techniques such as brainstorming, mind mapping, and storytelling. These techniques can help students develop their creativity and imagination and can be used across various subjects.

By incorporating creative thinking techniques in teaching methodologies, teachers can help students develop their problem-solving skills and ability to think critically. Moreover, these techniques can create a fun and engaging learning environment that encourages students to learn actively.

The 21st century demands individuals with critical thinking, problem-solving, and collaboration skills. Therefore, fostering innovative thinking is paramount in education. Integrating creative approaches in teaching has proven to be effective in preparing students for future challenges.

Creative methodologies such as brainstorming, mind mapping, and design thinking, encourage students to think outside the box and explore different angles to solving problems. These methods are especially beneficial as they expose students to scenarios that require critical thinking and problem-solving skills.

Therefore, educational institutions must prioritize the integration of innovative and creative thinking in their curricula and teaching approaches to develop future-forward students.

Creativity and Collaboration as Key Drivers of Learning

The importance of developing collaborative and creative skills in students can hardly be overstated. Not only do these skills prepare them for their future careers, but they also nurture their abilities to think critically, express themselves confidently, and work effectively with others.

Creative thinking and collaboration are essential components of creativity-driven learning, which prioritizes the development of multidisciplinary ideas that are grounded in a team environment. This type of learning helps students build not just their creative muscle but also their interpersonal skills, such as communication, listening, and empathy.

Collaborative Creativity for Enhancing the Learning Experience

Collaborative creativity encourages students to engage with one another to generate new ideas or solve problems. Teams of students work together to brainstorm and develop solutions to a particular challenge, often guided by a teacher. By participating in this type of activity, students learn how to give and receive feedback, work with others’ ideas, and build on them to create something truly innovative.

Creativity-Driven Learning for Well-Rounded Individuals

Creativity-driven learning is all about encouraging students to develop their ideas across different fields of knowledge. This approach emphasizes the need for students to be well-rounded individuals who are not just skilled in one particular area but also have the ability to leverage their knowledge across many fields. By inspiring students to think beyond their usual areas of expertise, this type of learning promotes interdisciplinary collaboration and an appreciation of the interconnectedness of ideas.

The Cognitive Benefits of Creativity

Creativity is not only beneficial for fostering originality and imagination but also for cognitive development. Studies have shown that incorporating creativity in education can lead to numerous cognitive benefits for students.

Stimulates Critical Thinking

One of the primary cognitive benefits of creativity is its ability to stimulate critical thinking. When students are encouraged to think outside the box and consider unique perspectives, they are more likely to develop critical thinking skills. Creative activities challenge students’ assumptions and encourage them to consider different perspectives, helping them to analyze, evaluate, and interpret information more effectively.

Enhances Problem-Solving Skills

Creativity can also enhance problem-solving skills. When students are encouraged to think creatively, they are more likely to come up with innovative solutions to complex problems. Creative thinking techniques can help students break out of old patterns of thinking and approach a problem from a new perspective, leading to more effective problem-solving habits.

Develops Cognitive Flexibility

Creativity also develops cognitive flexibility, or the ability to shift one’s thinking between different concepts or perspectives. By engaging in creative activities, students learn to approach problems from different angles and perspectives, leading to increased adaptability and flexibility in their cognitive processes.

Promotes Student Engagement

Finally, creativity has been shown to promote student engagement. When students are given the opportunity to express themselves creatively, they are more likely to be invested in the learning process. Creative activities also allow for more individualized learning experiences, helping students to feel more connected and engaged with the material.

Incorporating creativity in education has numerous cognitive benefits for students. By stimulating critical thinking, enhancing problem-solving skills, developing cognitive flexibility, and promoting student engagement, creativity is an essential aspect of any effective educational program.

As demonstrated throughout this article, creativity plays a crucial role in education by fostering critical thinking, problem-solving skills, and preparing students for future challenges. It is imperative for educational institutions to prioritize and integrate creative thinking techniques, multidisciplinary approaches, and collaborative activities into their teaching methodologies.

By encouraging imagination, exploration, and self-expression, students develop well-rounded cognitive, emotional, and social skills required to succeed in the 21st-century job market. The incorporation of creative assessment methods and the use of technology can ensure an engaging and enriching learning experience for all students.

Ultimately, embracing creativity in education unlocks the full potential of students, cultivates innovation, and shapes the leaders of tomorrow.

Q: How important is creativity in education?

A: Creativity is crucial in education as it nurtures critical thinking and problem-solving skills, shaping the leaders of tomorrow.

Q: How does creativity enhance the learning process?

A: Creativity enhances the learning process by stimulating imagination, allowing students to explore and discover new ideas. Incorporating creative thinking techniques in teaching methodologies benefits students.

Q: Why is fostering innovative thinking important in education?

A: Fostering innovative thinking in education is important to develop 21st-century skills like critical thinking, collaboration, and problem-solving. Integrating creative approaches to teaching prepares students for future challenges.

Q: What role does artistic expression play in education?

A: Artistic expression in education enhances creativity, self-expression, and emotional intelligence. Integrating arts in the curriculum fosters well-rounded students.

Q: How does cultivating originality benefit students?

A: Cultivating originality in education encourages exploration and creativity, allowing students to think outside the box and develop unique ideas. It promotes individuality and innovation.

Q: How does creativity contribute to problem-solving skills development?

A: Creative problem-solving methodologies enable students to approach challenges from different perspectives, enhancing analytical and critical thinking skills.

Q: How does creativity prepare students for future careers?

A: Creative thinking and innovation are highly valued in today’s job market. Fostering creativity in education enhances students’ career readiness.

Q: How does creativity impact classroom dynamics?

A: Incorporating creativity as a learning tool promotes student engagement and active participation, enhancing classroom dynamics.

Q: How does creativity enhance educational outcomes?

A: Incorporating creative assessment methods and encouraging students’ creative expression in assessments goes beyond traditional testing, enhancing educational outcomes.

Q: What is the connection between collaboration and creative thinking?

A: Collaborative creativity fosters teamwork, communication, and the exchange of ideas, enhancing the learning experience and developing well-rounded individuals.

Q: What are the cognitive benefits of creativity in education?

A: Creativity stimulates critical thinking, problem-solving, and cognitive flexibility. It promotes student engagement, creating a positive and enriching learning experience.

About The Author

Ethan Emerson

Ethan Emerson is a passionate author and dedicated advocate for the transformative power of education. With a background in teaching and a love for writing, Ethan brings a unique blend of expertise and creativity to his contributions on ExquisitiveEducation.com .His articles are a delightful mix of insightful knowledge and engaging storytelling, aiming to inspire and empower learners of all ages. Ethan's mission is to ignite the spark of curiosity and foster a love for learning in every reader.Ethan Emerson, is your companion in the realm of general education exploration. With a passion for knowledge, He delves into the intricate world of Education Expenses & Discounts , uncovering financial insights for your educational journey. From the vitality of Physical Education to the synergy of Education & Technology , Ethan's here to bridge the gap between traditional and innovative learning methods. Discover the art of crafting impressive Resume & Personal Documentation in Education , as well as insights into diverse Career Paths, Degrees & Educational Requirements . Join Ethan in navigating through a sea of Educational Courses & Classes , exploring the nuances of various Education Systems , and understanding the empowering realm of Special Education . With an eye on Teaching & Teachers , He offers a glimpse into the world of educators who shape minds. Let's unlock Studying Tips & Learning Methods that turn education into a delightful journey of growth with Exquisitive Education .

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The importance of embedding creativity in education

Creativity in an educational context is often thought of in terms of creative subjects such as music, art, and drama. These subjects certainly nurture creativity, but creativity is an integral part of teaching and learning across all subjects. It involves an active curiosity when seeing something for the first time and how we react to it. Sometimes this involves an element of risk-taking, which can be developed in the safe environment of learning.

Cultivating creative thinking amongst students is highly dependent on creative leaders being visible within the learning and work environments. For this reason it’s important that creative leadership is evident from primary school to high school or college, and on into higher education. Creative thinking should be encouraged amongst all stakeholders and considered a valuable quality that initiates individuals into responding flexibly and adaptively in their problem-solving and decision-making.

Creative leadership during the Covid-19 pandemic

The ongoing impact of the global pandemic upon the learning environment and how educational institutions respond, means that the need for school leadership which takes a creative approach is greater than ever. In the introduction to the final report on the Creating Socially Distanced Campuses and Education Project launched by Advance HE, it is noted that there are five faces of transformational leadership that have come to the fore:

• Crisis leadership
• Courageous leadership
• Compassionate leadership
• Collaborative leadership
• Creative leadership

Elaborating upon creative leadership, Doug Parkin, Principal Adviser for Leadership and Management at Advance HE, says,

“The academic endeavour is at its core a creative one. Even very technical and rigorously precise research has a creative basis. From the most complex curriculum review challenge to the most wicked interdisciplinary research question, creativity and positivity unlocks human potential at every stage. It ignites ideas, inspires, and develops focus, commitment and energy. And leadership can and should complement this by being creative and using creativity as the basis for communication, positivity and engagement.”

He also quotes Kimsey-House et al when he writes “People are naturally creative, resourceful and whole.” This is an important point as people sometimes believe that they are not creative when being creative is an inherently human trait that often simply hasn’t been developed. Continued professional learning and development can support head teachers and staff in fostering creative processes so that they can use them both in their approach to management and their teaching practice.

Expressing creativity in teaching

Teacher creativity can be expressed through preparation and development, originality and novelty, fluency, freedom in thinking and acting, sensitivity to problems, and flexibility in finding alternative solutions to problems. School leaders and principals are key role models in promoting creativity in the education system and when they lead by example, it’s easier for creative learning to take hold amongst both teachers and students. Professor Louise Stoll from the UCL Centre for Educational Leadership states that, “Creative leaders…provide the conditions, environment and opportunities for others to be creative.”

No matter how many inputs and initiatives towards creative learning are suggested by staff or students, if headteachers do not embrace a creative methodology, the outputs will be subpar. For this reason, leadership development is also a critical factor in school improvement through creativity. Those who are creative know that a school culture in which stakeholders are always learning only leads to more creativity, and that creativity is itself a vital part of facilitating learning – it becomes a virtuous cycle.

An interesting case study that involved both pupils and teachers is that of Manorfield Primary School in Tower Hamlets. Head teacher Paul Jackson explained in an article in Headteacher Update,

“We engaged an architect to design us a model classroom that would put teaching and learning at the centre. Pupils and teachers worked with him on ideas. The idea was that if that worked, it would become a ‘lab’ where we tested things and if they worked we would roll it out elsewhere. Our children visited hotels and offices to get design ideas and then reported their ideas back to the architect. The result was the transformation of a previously cluttered classroom into a modern, light, and airy space and we’re now applying the lessons that we learned to the conversion of two redundant offices into a new, inspiring Key Stage 1 library area. I think it was a good example of using outside expertise to challenge our thinking.”

This kind of creative work is hugely beneficial to learners of all ages, but particularly to young minds. By involving them in the shaping of their environment, their opinions on high level decision-making are validated. The children are the ones who will primarily be learning in the school space, so letting them know that their input is important has a positive impact on their learning and sense of agency. When learning spans both the classroom and real-world scenarios, creativity can really come to fruition as students see the real-life effect of their decisions.

How important is creativity in education?

Creativity is sometimes referred to as one of the key competencies of the 21 st century and is also intrinsic to sustainable development. 

As the world increasingly faces challenges related to climate change, the education of the next generation is pivotal in helping to cultivate innovative thinking and problem solving to address sustainability issues. Creative education is not just a more fun and resourceful way of learning, it helps prepare children and young adults for creative work and the challenges of everyday life.

Take a creative approach with an MA Education Leadership and Management

The educational sector is changing in the wake of Covid-19 and the weak points that the pandemic restrictions exposed in the current structures of pedagogy. Educational leaders want their schools to be more resilient and their staff and students to be actively learning and collaborating beyond the restraints of traditional learning methodologies. When it comes to the success of remote learning, there are more dynamic ways to share information than simply through webinars, and creativity has shown how limits can be overcome.

If you’re looking for professional development that lets you consider these challenges of teaching and many more, while exploring creative leadership styles and leadership roles, a master’s in education could be for you. Find out more about the learning opportunities offered by a 100% online MA Education Leadership and Management and how you can register today.

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The role of creativity in education

Nicky Morgan

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I’ve worked with young people throughout my career and have seen first-hand the impact that creativity and imagination can have on children. I was therefore delighted to be tasked with helping to bring together the Durham Commission on Creativity and Education.

The Commission was convened to look at our education system and how learning can nurture the capacity for creativity in children.

Over the last 18 months I’ve seen the weight of evidence growing for the way that creativity drives change, gives people agency and helps us navigate our way in the world.

The world is changing faster than ever but the current knowledge-based education system only goes so far in giving young people the vital skills, resilience and confidence to shape their lives.

Drawing on its research, the Commission has therefore developed a vision for promoting creativity in education. It’s become clearer than ever that we must prioritise teaching for creativity to meet our future needs and to give all children the opportunities they deserve.

It’s not always been a straightforward path to the final report and recommendations we’re publishing today. There have been heated debates, contested priorities and of course, compromise. What has emerged is a firm belief that all schools, from early years to post-16 education should be better enabled to support creativity for all young people, whatever their background.

Creativity isn’t the sole dominion of artists and geniuses. It shouldn’t be confined to certain subjects in the curriculum, creativity in science is different to creativity in drama but is valuable to both. Creativity is enhanced through subject knowledge. We’re advocating for children to be given the chance to deepen their subject understanding and build on this through creativity. An enriching experience for teachers and students alike.

I’m a grandmother to two children but you don’t have to be down with Peppa Pig to be passionate about the idea that young people deserve all the advantages they can get – and to be determined that children should be given all the skills possible to enter society and the world of work with confidence.

The recommendations the Commission has developed are aspirational and long term. They will require a great deal of collaboration and leadership to make them happen.

They’ve focused on several key areas including teaching for creativity, with the Arts Council already pledging £500,000 of programme investment into a pilot of Creativity Collaboratives, where schools come together to develop best practice. Better recognition and evaluation of teaching for creativity in schools; a focus on digital technology and creative opportunities out of school hours and in the world of work are also priorities.

The Commission has also been clear that inclusion of the arts as standard in the curriculum to key stage 3 and a  Department for Education funded National Plan for Cultural Education  are vital.

The Commission has called on a range of organisations to help deliver this vision and I’m very pleased to say that in meetings with organisations from  NESTA  and the  BBC  to the  Department for Education  and  Ofsted  it’s clear that there is an appetite to embrace these recommendations.

I’m looking forward to the coming months and seeing how we can work together to make sure real differences begin to unfold. These changes won’t happen overnight. We’ll be working with teachers, parents, carers and employers to enable a positive shift in the way teachers teach and children learn to nurture creativity. Let’s get started. Young minds are counting on us.

Read the report 

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About Nicky Morgan

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On the role of creativity in the application-oriented university students’ engagement and success

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No data was used for the research described in the article.

In today's education, student success still is one of the central objectives pursued by different higher education institutions, including the Application-oriented colleges or universities. Reports show that these schools make a great contribution to social and economic development and they are influenced by the forces driving change in the various sectors, including education, industries, and society. Literature shows that engagement has an essential role for students' achievement. Indeed, there is a consensus that student engagement is one of the key contributors to reinforcing learning and retention. To learners enrolled in these universities, creativity is of paramount importance, as well. More specifically, given that students are seen as the main contributors to societal development, universities have been seeking to foster creativity among individuals by establishing creativity-nurturing programs. As creativity is significant in education these days, the present study attempts to consider the conception of creativity and its role in how it can assist in cultivating student engagement and success in Application-oriented Colleges. Accordingly, some educational implications are offered for educators, learners, and syllabus designers.

1. Introduction

Application-oriented education, or vocational education, as being called, has been the subject of growing research given its important role in the provision of unique human resources; particularly, it trains the people who are good candidates for contributing to the development and prosperity of society. Application-oriented education is aimed at developing and training technical knowledge and career-related skills; therefore, such schools play a crucial role in developing the chance of engagement and financial balance [ 1 ]. For example, these students can be employed in the industrial sector where the acquisition of job-related competencies can help them to advance their work and improve the industry. As a result, one cannot separate application-oriented education from the educational system [ 2 ]. Broadly, application-oriented education is concerned with making people more competent to cooperate with professions that it differs from the general conception of education, which is equally important, though people are not prepared to be qualified to do the work [ 3 ]. That's why the majority of countries attach enormous importance to application-oriented education as it can provide their required competent workforce. Indeed, application-oriented education is tailored to the needs of individuals who either look for employment immediately following their graduation or choose to further their studies by attending graduate schools. Yet, these schools grapple with some challenges, including students' engagement and success [ 4 ].

All stakeholders in the domain of education, including learners, teachers, and families, among others, believe that academic success is one of the key concerns. Learners seek to be academically successful so that they can demonstrate to their parents that their efforts and investment have paid off [ 5 ]. Student success in this domain is essentially dependent on both proficiency tests, which gauge their learning capabilities, as well as a group of academic abilities [ 6 , 7 ]. There is consensus that a learner's success plays an essential role in leading them through college stages to the attainment of the final degree or certificate. Indeed, student success is a multi-faceted concept, which includes students' involvement in all educational processes (i.e., high school graduation, admission to university and college, persisting academic studies, and earning a degree). It is also concerned with the quality and content of learning, as well as the resulting consequences and outcomes, such as skills and knowledge obtained as a result of attending college. Last but not least, a student's success has to do with constructive educational knowledge (e.g., student engagement or satisfaction) [ 8 , 9 ]. In their broad definition of student success [ 10 ], refer to academic attainment, participation in academically purposeful activities, contentment, the attainment of desired knowledge, a set of skills/subskills and competencies, perseverance, the accomplishment of educational objectives, and student performance after college life. These aspects influence the way in which student success is measured and how strategies are used to enhance performance.

Indeed, engagement is seen as a positive psychometric construct in the context of education as it can potentially yield different outcomes, including academic success, the accomplishment of goals, and increased motivation among learners [ [11] , [12] , [13] , [14] , [15] ]. Today, student engagement is a widely recognized construct that has proved to impact educational achievement and learning in higher education; moreover, it is seen as a general “metaconstruct” that seeks to consider different studies aimed at shedding light on the factors contributing to student success [ 16 ]. Application-oriented education refers to a type of education that makes it possible for working students to take part in engaging learning courses. These courses are aimed at enhancing their occupational competencies. Furthermore, vocational tracking decreases the chances for learners to get exposed to structured academic courses; therefore, this reduces the opportunities for vocationally tracked students to seek post-secondary education [ 17 ]. Following the Finnish Act on Vocational Education in 2017, this type of education is aimed at enhancing students' various skills, including their professional skills/subskills and the skills needed for their careers. Additionally, teachers need to equip students with the knowledge and skills required for students’ personal development and engagement in education. In the same vein [ 18 ], asserts that student engagement enables learners to acquire the skills and knowledge they need to deal with the challenges of the 21st century.

Student engagement plays a crucial role in the academic domain [ 19 ]. This construct, which dates back seven decades ago, is defined as the extent to which a student pays attention to the learning tasks and is involved personally in interactions with peers and teachers [ 20 ]. It is argued that student engagement has a contributing role in the student's successful performance, contributing to the development of personality and lifelong learning. Indeed, personality development is viewed as a continuously evolving phenomenon that impacts an individual's education and career choices in life [ 21 ]. As a phenomenon that cannot lend itself to direct observation, student engagement paves the way for learning and academic success [ 22 ]. Indeed, students' engagement has proved to be a useful predictor of academic success so a higher level of engagement in academic activities provides them with a good chance of success [ 23 ]. Learners' attention to assignments and learning task implies that teaching has been effective, leading to the learners' effective engagement in the learning process. An engaged student invests time and energy in the learning task, performing eagerly and attentively during the learning process. This is because he/she attributes values to the subject and the completion of such tasks. Such students would keep on learning even in the face of challenges and difficulties as they construe a personal value by doing these assignments [ 24 ].

Given the relationship between engagement and students' successful academic performance and learning [ 15 , 25 ], growing attention has been paid to enhancing student engagement. Investigations seek to examine students' engagement concerning various instructional methods. Moreover, application-oriented education is expected to contribute to national development, and creativity in this context plays an important role in the student's future success given that it is also seen as a requirement or element of Technical-vocational education. Indeed, innovation is among the variables contributing to successful performance, better products, and services in this context [ 26 ]. Indeed, consistent with some researchers, creativity is one of the essential traits of students enrolled in higher education [ 27 , 28 ] and has come to be seen as one of the essential skills in 21st-century education [ 29 , 30 ]. Accordingly [ 31 ], asserts that student creativity must be enhanced given that creative students think out of the box, finding innovative solutions to problems. Psychologically, creativity has an important role as it serves as a framework whereby researchers can describe an individual, as well as the specific differences between individuals. These differences should be taken into account because one can use them as a predictor of future behavior such as academic success [ 32 ].

Investigations conducted on the role of creativity in education indicate the significant contribution made by it to student engagement and learning. In the same vein [ 33 ], assert that best learning occurs when students are deeply engaged in learning tasks and going beyond learning only abstract ideas. In such situations, they are highly curious and ask questions, trying to discover new ideas [ 34 ]. emphasizes the contribution made by “thoughtful playfulness” and “game-based learning” to improving creativity, maintaining that effective learning emanates from trial and error, which should be included in the curriculum [ 33 ]. As pointed out by Ref. [ 35 ], equipping learners with creativity can facilitate their engagement. Indeed, creativity has to do with freedom and the power of choice in line with one's interests and context. This freedom fosters the learners' autonomy, which is assessed by measuring the learners' perceived locus of control. The learners' control and choice of learning direction would facilitate their engagement in learning tasks, which is also known as motivation to learn [ 35 ]. As engagement is described by Ref. [ 35 ] as a behavior that is indicative of the individual's motivation; therefore, there is a close relationship between engagement and creativity. It is argued that the inclusion of creativity in teaching and learning activities leads to an increase in student engagement. It is also maintained that creativity provides the learners with scope and opportunities to enter engagement, which leads to student success [ 9 , 32 , 36 ].

There has been a growing interest on the part of education researchers and psychologists to shed light on the possible relationship between creativity and students' success in various areas [ 32 , 37 , 38 ]. The findings show that success is positively correlated with creativity; however, the strength of this correlation varies in different studies. For example, researchers have investigated the correlation between undergraduate students' creativity and their academic achievement, whereas no study has been carried out on the relationship between creativity and application-oriented university students' success. Furthermore, although many recent studies [ [39] , [40] , [41] ] have been carried out on student engagement and creativity, there are inadequate studies on the role of creativity in application-oriented education. All in all, it is important to examine the vocational students' creativity given that policymakers and educational authorities need to take administrative measures (e.g., regarding curriculum and educational investment) based on the latest research findings [ 2 ]. In a nutshell, to the researchers' knowledge, first, creativity in the scope of EFL has mostly referred to the teachers' creativity more willingly than that of learners; second, there is not enough research that focuses on the function of creativity in Application-oriented students' engagement and success. Indeed, the insights provided by researchers may be significant as it can help teachers and educators to have a better picture of the role creativity plays in students’ engagement and success. Consequently, the review in this domain can pave the way for the improvement of teaching and learning specifically in Application-oriented contexts.

2. Review of the literature

2.1. student engagement.

There has been a growing body of studies on student engagement in general education given the impact of such a variable on learners' academic success or failure [ 42 ]. Yet, it has been investigated by researchers in recent years. Although studies on student engagement might be in their infancy, an increasing number of papers, empirical investigations and analyses have examined its contribution to education [ [43] , [44] , [45] ]. In the context of positive psychology, engagement has to do with a high level of interest in, attention to, or concentration on daily activities and tasks [ 46 ]. In these circumstances, individuals are thoroughly attentive to the tasks, analyzing the task enthusiastically. As pointed out by Ref. [ 47 ], high engagement involves a process that makes the individuals struggle in the classroom or whenever they are supposed to carry out their educational duties, i.e., studying. As a subcategory of engagement, educational engagement is concerned with a positive and emotional-cognitive state of mental health which involves enthusiasm, power, seriousness, and interest [ 48 ]. Such a type of engagement plays an important role in academic psychology by enhancing educational success and intrinsic motivation [ 49 ]. This construct is changeable in relationship to constructive educational results. Thanks to engagement, learners react to interventions [ 50 ]. Indeed, learner engagement can occur prior to educational success, or it can emanate from educational success [ 51 ]. This is, particularly, relevant for struggling learners. An increase in students' engagement leads to positive outcomes, such as successful performance in the educational context, the development of a positive self-image, better opportunities for finding jobs, a higher level of life contentment, and students’ well-being specifically among the students belonging to minorities groups, as well as those learners belonging to poor families [ 52 ].

Given that student engagement is seen as an umbrella term with several facets, it has been defined differently by different scholars, or they have focused on its particular facet(s) in their investigations. For example, the definition given by Ref. [ 53 ] of SE deals with the level of student involvement in a learning task, as well as the extent to which goal is taken into account while mental and physical activity is being performed. Indeed, it can be argued that as a metaconstruct, SE has several dimensions, including emotional, behavioral, cognitive, or social ones [ 54 ]. Another subcategory of engagement is emotional engagement, which is concerned with the affective aspects of learners' involvement [ 55 ]. Put it another way, this type of engagement is related to perceived attachment, affiliation, and enthusiasm [ 56 ]. Indeed, learners' emotional engagement indicates that they are eager for learning; moreover, they are very interested in attending classes and expressing their positive ideas about the learning experience [ 57 ]. Behavioral engagement is concerned with learners' heartfelt desire to participate in class tasks and to do assignments [ 44 ]. The extent to which students take part in these tasks, as well as the quality of active involvement, indicate behavioral engagement [ 58 ]. Even though behavioral engagement can be seen and observed, one cannot view it as a reliable predictor of engagement per se [ 59 ]. The learners with a high level of engagement are characterized by the following: positive emotive mood, disciplined class attendance, desire to participate in learning tasks, taking advantage of the opportunities provided, paying attention to educators’ feedback, desire to perform tasks, timely preparation of assignments, making utmost efforts in learning and doing homework, keeping on even in the face of difficulties, and enjoying successes [ 60 ]. Cognitive engagement entails focusing on tasks that are cognitively challenging [ 61 ]. When it comes to the classroom, several events are indicative of cognitive engagement (verbal and non-verbal communication, which involve responding to the questions) [ 55 ]. Lastly, the social dimension, which has been left out by some conceptual models of engagement models, is concerned with the degree and effectiveness of interactions among interlocutors, which is a characteristic of the nature of learning [ 55 , 58 ].

2.2. Student success

Some believe that learning is a life-long phenomenon starting from birth all through death. Learning induces a positive behavioral change as it brings a new response to improve overall behavior patterns. Indeed, bringing about such a change is one of the key goals of education [ 62 ]. Learning success has been described as the learner's ability to be successful using different high-order thinking processes, including cognitive and affective ones, among others [ 63 ]. According to Ref. [ 64 ], a combination of conditions, including knowledge, techniques, good skills, perceptions, etc., yields success, resulting in progressive and adaptive behavior. A multitude of factors influences the materialization of learning achievement (e.g., external factors, such as family support, teaching materials, class atmosphere, and others). Furthermore, several internal factors impact learning outcomes, as well. For example, inner motivation, interests, eagerness, and behavior can be mentioned [ 65 ]. As a multi-faceted construct, student success can be assessed by quantifiable outcomes such as retention and task completion, as well as unobservable indices, such as student engagement and the extent to which they invest time and resources to achieve their goals [ 66 ].

2.3. Creativity

To elaborate on creativity [ 67 ], dissects the term “creativity”, which comes from the word “create” denoting “to generate or build.” There is a consensus among scholars that creativity is concerned with the generation of new, functional notions or products. Although this contract can be conceived by both experts and nonexperts, it can be hardly characterized. This may be because of the overlapping between the construct “creativity” and its conventional classifications [ 68 ]; for example, creativity is seen as one of the three core aspects of the theory of efficacious intelligence developed by Ref. [ 69 ]. In the educational context, the instruction of creativity requires consideration of a combination of skills, capabilities, behaviors, thoughts, insights, and other traits [ 70 ]. Creativity has been described as the cycle that drives people to contemplate creating new works. Indeed, creativity is comprised of four stages: arrangement, incubation, clarification, and confirmation [ 71 ]. Thanks to the previous research findings, a more inclusive definition and characterization of creativity have been presented, which take account of several capabilities, traits, and intellectual cycles associated with creativity.

Researchers have used a more subtle and interdisciplinary method to account for creativity [ 72 ]. Accordingly, the new body of grounded-theory research indicates that creative journalism involves the following four phases: intellectual flexibility, notable improvement, capturing the novelty, and contemplation [ 73 ]. Creativity constitutes an essential component of entrepreneurship education, resulting in the acquisition of entrepreneurship skills [ 74 ]. Indeed, creativity is an evolving type of learning concerning entrepreneurship education, which impacts the aims set by entrepreneurial learners. Furthermore, creativity, today, is a necessity for the following reasons: modern communities are in the dire need of creatively improving their enterprises [ 39 , 74 , 75 ]. As mentioned by Ref. [ 76 ], the elements of creativity, i.e., resilience, consistency, and compatibility are the requirements for both life and business sustainability. And it can be stated that learners’ creativity can help the achievement of learning inside the class.

Creativity as a metacognitive feature may consequently be regarded that considerably effects and forms the route of learning L2, and is consequently fundamental to students' mastery of their source languages [ 77 , 78 ]. Experimental research has noticeably proved a constructive relationship between creativity and EFL language presentation [ 77 , 79 ]. In line with such results, it is practical to consider that the improvement of L2 students’ creativity will have a constructive effect on their L2 presentation. Creativity, sequentially, is assumed as a possible for future creative work, a feature of each human, revealed in actual methods of identifying and resolving difficulties related to both cognitive mechanisms and individual–motivational issues [ 80 ].

3. Conclusions

In the domain of education, creativity can be viewed as students' perceived pleasure and active involvement in a learning task. This implies that teaching and learning in an educational environment are embedded in the creative realm; consequently, all educational programs should improve creativity by laying the groundwork for raising the chance of student achievement. Creativity involves the individual's ability to produce novel, innovative work. Indeed, creativity enables people to deal with big challenges in their environments in innovative ways that trigger their engagement. Given the rapid pace of new developments in the modern world, it is important more than ever to emphasize creativity in people's lives as it is essential for success in any career that requires thinking (e.g., writer, teacher, engineer, businessman, scientist, among others). As a result, creativity should be taken into account by teachers, who should find ways to enhance it among the learners. Enhancing creativity in academic settings plays an important role in bringing about the development of future societies. The review of the literature supports the importance of promoting and nurturing positive personal factors such as creativity in language learning classrooms in Application-oriented colleges to develop learners' engagement and consequently their success. Additionally, in line with the broaden-and-build theory, it can be concluded that creativity mediates the relationship between students' success and engagement, signifying that positive emotional experiences assist students to remark learning circumstances from an innovative, flexible perception leading to achievement. Based on the literature, creativity has proved to be a dynamic concept, with different students having different motives for equipping themselves with creativity. This implies that the schools' awareness of the various motives learners have for creativity enables teachers to adapt their teaching in such a way that students' creativity is improved and encouraged. Rather than telling learners to “Be creative!“, schools do well to interact with the learners and find ways to enhance their creativity. This, partially, can be achieved through engagement in creative-nurturing tasks.

In the majority of educational contexts, academic success requires creativity; however, many educational systems underestimate the positive role of creativity. Fostering the learners' academic success requires encouraging them to be creative. In their efforts to enhance creativity among learners, policymakers in collaboration with administrators need to provide separate modules aimed at fostering creative thinking. To this end, the curriculum must be changed so that students are exposed to the tasks in which they need to think creatively about topics. This type of creative thinking entails the ability to recognize, understand, and analyze knowledge in new environments. In addition, the inclusion of novelty in instruction and curriculum is conducive to a creative environment [ 81 ]. For instance, the new learning materials one can access via the internet or mobile Apps, along with newly developed teaching techniques making use of smart devices can enhance student creativity, leading to successful performance and more engagement. Also, the incorporation of integrative tasks which lead students to engage in creative, critical thinking can improve both their engagement and success. Indeed, creativity can act as an indicator of student success given that it plays an important role in people's lives in the modern world. As a result, creative students can demonstrate purposeful work that results in engagement and success. Creativity has proved to play a key role in fostering self-reliance; that is, a high level of self-reliance leads to better life quality. Indeed, creativity makes it possible for people to get the most out of life experiences and resources. Creativity yields innovative ideas, novel concepts, constructive designs, and new opportunities that can result in success. It also enables the learners to access valuable information and resources. Indeed, the lack of creativity makes an individual fall back on old habits and behaviors. As a result, educators and teachers need to include the element of creativity in education programs and organize training programs on creativity for teachers [ 82 ].

4. Implications and future directions

The findings of this study have several implications for teachers. For instance, when it comes to creative pedagogy, teachers need to be aware of their important role in fostering creativity in a learning environment. They need to be equipped with knowledge about the importance of creativity and how it can be improved and used in classrooms. To this end, teachers should take part in training programs in which they are encouraged to value creativity on a practical level and to incorporate it into their attitudes and teaching philosophies. They are also advised to induce a positive attitude toward creativity in the learners. This would lead the learners to self‐directed and authentic learning. Indeed, teachers must appreciate the real value of creativity and make use of the methodologies that enhance the learners' creativity. Moreover, teachers should be knowledgeable concerning the responsibilities required for fostering creative learning in the class (e.g., how can they pave the way for students’ ownership of their learning).

Indeed, as pointed out by Ref. [ 83 ], creative people take on responsibility and become well-equipped in the face of new challenges and risks. Literature shows that motivated students are more likely to be engaged in learning activities than others. This leads to their success in academic settings [ 25 ]; therefore, teachers can use novel methods and techniques to foster creativity among the students. This implies that teachers should seek to create a classroom atmosphere where creativity rather than rote learning is fostered [ 84 ]. Furthermore, teachers are required to design teaching techniques to enhance creativity. This is because creativity enables learners to go beyond traditional ways to come up with authentic solutions. Also, teachers must appreciate the real value of creativity and make use of the methodologies that enhance the learners' creativity. Using techniques aimed at enhancing creativity and making innovative changes in the learning and teaching context, the teachers can foster the students’ creativity. Indeed, creativity can be reinforced among the students by equipping them with new strategies for thinking creatively, a skill that will be very helpful to them in their academic efforts.

Undoubtedly, syllabus designers need to take into account the teaching methods and strategies to be used in the prospective classes; moreover, they should incorporate creative tasks and tasks that enhance students’ creativity. This, in turn, improves learning and increases the likelihood of their success through fostering their positive feelings and reducing negative ones that as a result trigger their engagement [ 85 ]. The curriculum must be developed in such a way that paves the way for improving creativity among the students. This would lead to the professional and technological development of the students. Preparing such conditions for improving creativity, as well as the implementation of technology, entails a reconsideration of the role of the teachers. They should be viewed as facilitators, enablers, and mentors, who help the learners to take control of their own learning. Application-oriented students should be assigned a practical project rather than final grades or abstract assignments as their final test. All vocational students should take part in workshops and training and they need to be continuously updated with the new development and knowledge in their field given the technological advancement and social changes.

Prospective studies need to shed light on the relationships between creativity, engagement, and achievement. Given the limited nature of this study, prospective investigations are recommended to shed light on other hidden aspects of creativity, one essential yet inadequately examined variable almost in all walks of life. Moreover, future studies need to examine the mediating role of learners’ factors, such as age, social class, gender, and the field of study along with the role of creativity.

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Author contribution statement.

All authors listed have significantly contributed to the development and the writing of this article.

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Additional information.

This work was sponsored by the provincial teaching and research projects of Anhui pro "Research on the application of O-AMAS teaching model under the guide of positive psychology "(Grant No.2022jyxm1507) and "Innovation project for training excellent journalism and communication talents in advertising"(Grant No. 2022zybj095).

Declaration of competing interest

The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.