Best practices for fostering creativity in education

Co-organized by OECD, UNESCO, and the Global Institute of Creative Thinking, this summit brought together experts in education from around the globe to address the pivotal role of creativity in shaping the future of education.

The objectives of this summit were to inspire and equip educators with the right tools and strategies to integrate creative resources into various educational settings. The summit was a convergence point for innovation, technology, and pedagogy, offering participants multiple opportunities to engage with the latest advancements and research in educational creativity. 

Delegates came from all corners of the globe and were divided into multiple teams. Twelve school visits were organized across primary schools in Paris, showcasing impressive strategies designed to foster a more creative and flexible educational environment for students and teachers. 

Here are some of the best practices that deserve to be highlighted and emulated in more schools:

1. Develop Student Autonomy
   At Ecole Saint Victor–Jussieu in Paris, students followed the standard curriculum set by the French government. However, teachers creatively and innovatively incorporated novel pedagogical resources. In every class, from kindergarten to primary school, students were divided into multiple workgroups, with at least three or four workshops running simultaneously. Two teachers and one teaching assistant managed three workshops, while the fourth workshop was autonomous. This allowed students to choose activities, work independently, or collaborate with classmates. The only rule was to note down or tick off the image of the autonomous activities provided by the teacher. This autonomy enabled students to enjoy freedom, develop collaboration skills, and take ownership of their learning.
   
   
2. Empathy in the Classroom
   Empathy helps students develop emotional intelligence, which is positively related to academic success (Brackett et al., 2006). At the OECD partner school, teachers integrated empathy-driven projects into their lesson plans. A standout example was the use of a class mascot—a fictional character or stuffed animal that accompanied students in projects such as recycling or exploring the lifecycle of organisms. The mascot played an active role, helping students develop a sense of responsibility and care for others.
   
   
3. Creation of Materials
   Notably, all the teachers whose classes were observed had developed their own lesson plans and materials. Even though they had access to pre-made lesson plans provided by the French Ministry of Education, they took the initiative to create their own materials during team meetings, research different published manuals, and mix and match exercises from online teaching resources. Teachers explained that developing their own lesson plans and materials was necessary to align with the interests and academic needs of their students. This process also allowed teachers to be more creative and experiment with new teaching methods.
   
   
   
4. “How to Teach Differently? Start Thinking Outside the Class”
   The importance of engaging students in creative pursuits outside class hours to develop their joy for learning was addressed. In French education, after-school activities (périscolaire, in French) are mandatory and should not be confused with extra-curricular activities, which are conducted outside the school or local municipality. Local municipalities are expected to provide a minimum of three hours of after-school workshops to students. Thanks to their commitment, the implementation of after-school programs (temps d’activités périscolaires, in French, or TAP) is fully operational across the country. Recent reports show that more children benefit from activities focused on discovery and cultural enrichment outside of class (French Ministry of Higher Education, Research, and Innovation, MESRI, 2016). This initiative significantly reduces social inequalities, primarily benefiting the most disadvantaged children. The delegation discovered that 20 after school workshops are organized each week at the school that was visited, with students divided into 12 groups per workshop. These workshops run from 4:30 PM to 6:00 PM. Organizing so many workshops, well above the mandatory three hours required by the French government, was financially possible thanks to the efforts of parents who play a crucial role in their children's learning development. The workshops take place within the school or in various museums and gardens across Paris, such as the Jardin des Plantes at the Natural History Museum, which welcomes students for botanical workshops. 
   
   
   
5. Compulsory Teacher Professional Development 
   The teaching staff at Ecole Saint Victor-Jussieu is required to participate in professional development workshops and training sessions. Professional development is a contractual obligation for teachers, requiring them to demonstrate a documented record of newly acquired skills and competencies. Each year, teachers have the opportunity to take time off to participate in workshops and seminars, allowing them to become certified in handling new educational reforms. Teachers are trained to support students with different learning needs and acquire new classroom management skills.
   
   

In conclusion, fostering creativity in education requires a delicate balance between nurturing students and supporting teachers. By cultivating autonomy, empathy, and genuine joy or learning in students, they are helped to thrive in an ever-changing world. At the same time, investing in the professional development of educators ensures they remain inspired and equipped to guide their learners on this journey. Together, these practices create a dynamic, creative learning environment where both students and teachers can thrive, innovate, and succeed.