Integrating creativity in education: Building blocks

Redefining learning goals

Formal curricula indicate what education decision-makers, and society more widely, value. Curricular reform is hence often the first step to take when pursuing new goals for the education system (Gouëdard et al., 2020[18]; Fadel, 2021[19]; Lucas and Venckutė, 2020[20]; Wyse and Ferrari, 2014[21]). Integrating creative thinking in formal curricula indicates that this is not only a highly desirable competency but also a teachable one and that all students can develop it. Curricular integration can signal that creative thinking can be nurtured in all curricular areas, and that it is a robust and visible enough concept to be assessed.

Innovating teaching and learning environments

Learning environments which are conducive to creative thinking create a culture in which there is time for students to explore and generate ideas, to engage in challenging, authentic tasks, and to play and collaborate within safe environments where “failure” is reframed as learning (Cremin and Chappell, 2019[22]; Vincent-Lancrin et al., 2019[23]). A powerful force for change is provided by teachers modelling the kinds of behaviours conducive to fostering creative thinking. Practitioners and schools need support to design and sustain such environments, including to professional learning and collaboration opportunities and to relevant pedagogical, regulatory and financial tools, such as teaching materials, autonomy and funding (Davies et al., 2013[24]). Specifically they need a clear understanding of creative thinking so that they can embed it across the curriculum and an understanding of the kinds of pedagogies which will be most effective (Lucas and Spencer, 2021[25]).

Leveraging assessment to learn and make progress

There are at least three reasons why assessing creative thinking matters. First, assessment functions as a mark of status. We treasure what we measure and measuring creative thinking is hence a clear indication of its value. Second, assessment is a means of building common understanding. Creative thinking is gaining momentum in education, but it often means different things to different people. Assessing it implies defining it, and so forging a common understanding. Thirdly, assessment is a tool that drives improvement. It can help us better understand what educational approaches work and for whom. It is key to facilitate reflection upon existing policies and practices and to inform changes as needed (Lucas, 2022[26]; Lucas, Claxton and Spencer, 2013[4]).