Creative Learning and Innovative Teaching: Final Report on the Study on Creativity and Innovation in Education in EU Member States

Author: Romina Cachia, Anusca Ferrari, Kirsti Ala-Mutka and Yves Punie

Institution: The Institute For Prospective Technologies (IPTS) in collaboration with DG Education and Culture

Full reference: Cachia, R., Ferrari, A., Ala-Mutka, K. and Punie, Y. (2010). Creative Learning and Innovative Teaching: Final Report on the Study on Creativity and Innovation in Education in EU Member States. IPTS Report.

Summary of key findings

The report focuses on the status, barriers and enablers for creativity and innovation in European compulsory schooling.

The study highlights the need for action at both national and European level to bring about the changes required for an open and innovative educational culture – based on the creative and innovative potential of future generations.

Five major areas for improvement are proposed:

• Curricula – Teachers and educational experts do not feel the curricula in their countries encourage creativity. This is mainly due to associated issues around definition and difficulty in assessment. Consultation and dialogue with all stakeholders, including parents, will be key to any successful revision.
• Pedagogies and assessment – Conventional teaching methods prevail despite the positive views of teachers towards creativity centred learning approaches. This could be attributed to teachers’ lack of skills and confidence – but other factors are also identified. These include: tight timetables, overloaded curricula, lack of support in the class, too many pupils per teacher and school cultures that do not support new methods. Assessment recurs as a major issue as it is both an enabler and barrier to creative learning. It is emphasized that changes in learning objectives cannot be implemented if the assessment process for pupils and schools continues to remain the same.
• Teacher training – Teachers who were trained in creativity held more positive views about its impact in relation to education. Similarly, teachers who had received training in ICT were more likely to hold the belief that new technologies are important for learning.
• ICT and digital media – Technologies play a crucial role in learners’ lives and can act as a platform to foster creative learning and innovative teaching. It is contended that a policy drive is needed to implement the necessary changes. It is also stressed that there is a need for more research to be undertaken focusing on how technologies are appropriated by teachers.
• Educational culture and leadership – A shift is needed in overall educational culture towards more creative learning and innovative teaching. People outside the classroom such as school leaders, national policymakers and pupils’ parents should be involved in this change. The importance of school leadership in supporting and appreciating teachers’ efforts in implementing innovative pedagogic practices and experimenting with them is also highlighted.

Research Questions & Methodology

The study took place between December 2008 and December 2010 with a mixed methods approach being employed.
The scope of the study was obligatory schooling (primary and secondary) within EU27.

The phases of the study included:

• A Literature review;
• Survey with teachers;
• Analysis of curricula and good practices;
• Stakeholder and expert interviews;
• Experts’ workshops.

Go to the journal article.