CES 2022 Resources

GloCT in collaboration with OECD CERI

17-18, OCTOBER 2022

About the Summit

The 2022 Creativity in Education Summit took place on the 17th and 18th October, 2022. The theme of this year’s event was Creative Thinking in Schools: from global policy to local action, from individual subjects to interdisciplinary learning. Exploring ‘building a movement of confident, capable teachers of creativity’ and ‘sharing pedagogies for teaching creative thinking within and across disciplines’, the summit focused on promoting and evidencing creativity in schools, from individual subjects to interdisciplinary learning, with the aim of sharing the many innovative approaches being used in schools, where representatives from featured schools in the UK, Brazil, Australia, New Zealand, China and the US share case studies, discuss best practice and outline any lessons learned, exploring strategies that can generate impact both within and beyond the school or university campus.

What happened at the summit?

The 2022 Creativity in Education Summit has ended, but you can see what happened by watching the recorded video sessions below.

You may also read the reports from the summit, including our summit snapshot, an easy-to-read summary of the rich discussions that took place at the event, and the annual report on creative thinking across the globe, authored by Professor Bill Lucas.


The 2022 Summit Report offers you an easy-to-read summary of the rich discussions that took place at the event

Drawing on a range of published materials and existing networks of schools and researchers engaged in creative thinking, the report offers a snapshot of where we are today. It is designed to stimulate thinking and encourage teachers, researchers and policy-makers to share their insights with us at GIoCT and more widely.


October 17, 2022 | Keynote Speech

Why creativity and creative teaching and learning matter today and for tomorrow’s world

The Director for Education and Skills and Special Advisor on Education Policy to the Secretary-General at OECD Andreas Schleicher opened the Fourth Creativity in Education Summit with a real story of societal transformation, growth, and what it means for 21st-century learners in his speech ‘Why creativity and creative teaching and learning matter’.

Keynote Speaker

Andreas Schleicher

Director for Education and Skills and Special Advisor on Education Policy to the Secretary-General at OECD

October 17, 2022 | Keynote Speech

An overview of creative thinking in schools across the world

Professor Bill Lucas presented the annual report of Global Institute of Creative Thinking, Creative thinking in schools across the world: A snapshot of progress in 2022, at the event. He offered a global overview of progress exploring the inclusion of creative thinking in international, national and state curricula, sharing recent research into curriculum design and pedagogy, reviewing progress in assessing creative thinking, and considering the opportunities ahead for creating new approaches to professional development for school leaders and teachers.

Keynote Speaker

Bill Lucas

Chair of GIoCT Advisory Board and Co-Chair PISA Creative Thinking Test 2022 Strategic Advisory Group

October 17, 2022 | Keynote Speech

Nurturing creativity through education

Gwang-Chol Chang, Chief of the Section of Education Policy at UNESCO Headquarters began by highlighting that the world today faces highly complex global tensions and crises and raised the key question – How can education help cultivate the creative thinking and solutions to respond to multiple crises? ‘Current education systems are no longer fit for purpose. We need to rethink the purpose and content of education for the 21st century,’ said Chang.

Keynote Speaker

Gwang-Chol Chang

Chief of Section of Education Policy

UNESCO Headquarters

October 17, 2022 | Keynote Speech

Making progress in embedding creative teaching practices in school

This panel began by Rachel Sylvester introducing the final report by The Times Education Commission that includes a 12-point plan and 45 recommendations to transform education and assessment in the UK. Together, the panellists discussed how they think creativity can be embedded and why that is important.

Michael Anderson drew attention to the key issue of the “pedagogy policy gap” because the education system has not worked out how to practically support educators in promoting creativity in students. To bridge the gap, he mentioned three things to do: a sustained professional learning approach, creative leadership and creative networks.

Pam Burnard offered three provocations to the audience that she hoped could be disruptive: 1) Future-making, 2) trans-disciplinarity and 3) multiple creativities. She argued that if creativity is a principle practice, it involves modalities. “The capacity to write rebelliously, in varying registers and voices, tempos and volumes is boundaryless.”

Laura McBain from Stanford University described creativity as the capacity to see and uncover challenges in the world and find radical ways to solve them. She emphasised that educators have a responsibility to really reckon with our understanding and relationship with creativity. ‘So much of design challenges that we are facing is not just seeing the problems today, but looking out into the future, and assessing and uncovering the problems that are yet to uncover. So we think about “creative acts” that we can all take.’

Kenneth Nally representing Creative Ireland, Department of Education and Ireland Inspectorate, pointed out that Ireland has a national focus on creativity, which has been part of the rebranding of Ireland called Creative Ireland. The most significant strand within the programme is the Creative Youth, where educators look at the creative work they can carry out with young people. This is further supported by efforts to promote teacher education and creative partnerships outside the classroom.


Rachel Sylvester

Chair of The Times Education Commission and political columnist at The Times


Michael Anderson

The University of Sydney, Australia

Pamela Burnard

University of Cambridge, England

Laura McBain

Stanford University, United States

Kenneth Nally

Department of Education, Ireland

October 17, 2022 | Panel Two

Assessing students’ and teachers’ creativity formatively and summatively: promising
methods and tools

This panel, moderated by Stéphan Vincent-Lancrin, Deputy Head of OECD’s Centre for Educational Research and Innovation, focused on how educators may use standardised summative and formative assessment and how they can make things happen in schools.

Elodie Persem from DEPP introduced the work by the Accessibility, Innovation and Research Unit. Through their research, they have discovered that creativity is never defined in the curriculum in France, while there are mainly two descriptions, the ability to use imagination to produce artistic creation and the ability to find new solutions, or ‘innovation’. The unit also further designed assessment tasks for creativity and aims to collect data in the upcoming months.

Mario Piacentini working on the PISA creative thinking test, shared the definition of creativity: “the competence to engage productively in the generation, evaluation and improvement of ideas that can result in original and effective solutions, advances in knowledge, and impactful expressions of imagination.” A brief look into how the test measures creative thinking, which is further divided into four domains. Mario also introduced the open assessment application called “PILA” which utilised the same framework of PISA but was set up in different scenarios, all free and fun.

Todd Lubart, a leading figure in psychology and creativity, shared knowledge on creativity measurement tools: 1) creative accomplishment and 2) creative potential, where creativity is examined through a test, a request for performance or through measures of ingredients, such as risk-taking and mental flexibility. The professor also shared the work of EPoC, a new battery to evaluate creative potential and what support can be given to teachers in order to structure their mini-tests on creative thinking.

Richard Jones, head of Bryanston School, drew people’s attention to the danger of being too obsessed with assessing creative thinking, as it may create a system of “pass or fail”. From a headmaster’s perspective, creating an environment that fosters creativity is most important, and he loves the idea of creating a digital learner profile, which gives pupils ownership of their learning journey and the pupils have to evidence themselves in independent learning and problem-solving, etc.


Stéphan Vincent-Lancrin

Deputy Head of Centre for Educational Research and Innovation, OECD


Richard Jones

Headmaster, Bryanston School, UK

Todd Lubart

University of Paris Cité, France

Elodie Persem

French Ministry of National Education and Youth, France

Mario Piacentini

Senior analyst of PISA, OECD

October 18, 2022 | Keynote Speech

How teaching for ‘creative thinking’ can unleash new creativities for co-authoring future-making education: What matters?

There is a growing recognition of the need to give different types of space and time to offer students the skills and support needed to develop their own style and forms of ‘creative learning’. How do teachers move beyond the traditional question of ‘how creative is X’ (where ‘X’ is a product or person)? When teachers promote the value of diverse creativities (such as design creativity, mathematical creativity and transdisciplinary creativity) they more often enact the teaching of ‘creative thinking’ through ‘creative learning’ while co-authoring future-making education (that is, making sense of our flexible and multiple identities while pursuing sustainability and empowerment).

Keynote Speaker

Pam Burnard

Professor of Arts, Creativities and
Educations, Cambridge University

October 18, 2022 | Keynote Speech

Cultivating Innovative Literacy across Interdisciplinary Curriculum: China’s Policy and Practice

In the new round of curriculum reform, China has strengthened the practice of interdisciplinary courses in the national curriculum and in the school-based curriculum. With the aim of cultivating innovative literacy, interdisciplinary learning focuses on ‘whole person’ education, comprehensive learning, integrated innovation and embodied action demonstrated through ‘knowledge integration, problem-solving and value creation’.

Keynote Speaker

Guiqing An

Professor of Curriculum and Instruction, East China Normal University

October 18, 2022 | Workshop

Let the children play

This workshop drew upon the experience gained at Bryanston School in the UK, an institution renowned for its success in creative, unbounded thinking. This workshop looked at the importance of allowing pupils to organise and take responsibility for their own actions. Edrys introduced the customised use of the Dalton Plan, an educational model, at the school and shared the example of a feature-length film made by some of the Sixth Form students at Bryanston in the summer term last year, both during and after their A level exams.

Workshop Speaker

Edrys Barkham

International Admissions Consultant, Bryanston School

October 18, 2022 | Workshop

Inculcating Creativity into the Learning Ecosystem

‘How might creativity be a part of every aspect of schooling? From daily practices to flex our creative juices to approaching system-level challenges, how might we inculcate creativity and curiosity into the learning ecosystem so that everyone can practice their creative talents and use this creativity to address the challenges facing schools today? Using exercises from the Stanford d.school and examples from US-based schools, we will explore how we might embed creativity into our daily structures and systems within schools.’

Workshop Speaker

Laura McBain

Co-Interim Managing Director at Hasso Plattner Institute of Design at Stanford and Co-Director of K12 Lab

October 18, 2022 | Workshop

Establishing and Teaching Creativity: some practice from Australia and New Zealand

The Creative Schools Index (CSI) has been trialled in New Zealand and Australian schools to measure Creative environments in primary and secondary schools. CSI is a collaboration between the University of Sydney and the University of Auckland and employs a multidisciplinary mixed-methods approach and features experts in education, creativity and educational psychology. This research aims to guide stakeholders in education in benchmarking, curriculum design, and reform.

Workshop Speaker

Michael Anderson

Professor of Creativity and Arts Education in the Faculty of Arts and Social Sciences at The University of Sydney

October 18, 2022 | Workshop

Supporting school-level approaches to fostering creativity

Cassie presented findings from the international project, Fostering and Assessing Creativity and Critical Thinking, highlighting the bank of pedagogical resources developed by international teachers and experts, contained in a new app https://oecdcericct.com (beta version). She offered an overview of the work at CERI in the background that led to the digital app and the publications, including the action research over 2 school years in 11 countries with 800 teachers and 20,000 students in 320 primary and secondary schools.

Workshop Speaker

Cassie Hague

Analyst at the Centre for Educational Research and Innovation (CERI) at OECD

Related Content

The PISA 2022 Creative Thinking Test – The PISA 2022 Creative Thinking assessment measures students’ capacity to engage productively in the generation, evaluation and improvement of ideas that can result in original and effective solutions, advances in knowledge, and impactful expressions of imagination.

Read the 2022 PISA report: Thinking outside the Box >


OECD Centre for Educational Research and Innovation

The Centre for Educational Research and Innovation (CERI) performs research-driven work to achieve lifelong learning for all. It goes beyond formal education systems and reflects on the future of teaching and learning. CERI aims to set a forward-looking and innovative agenda for a changing education landscape.

Global Institute of Creative Thinking

The Global Institute of Creative Thinking (GIoCT) is a movement to promote teaching creative thinking in schools. A UK-based institute, GIoCT focuses on encouraging creativity education through curriculum innovation, reform, professional learning and collaboration. It brings together academics, policy makers, educators and learners, at a national and international level.