Creativity and technology in education: an international perspective

Danah Henriksen, Michael Henderson, Edwin Creely, Sona Ceretkova, Miroslava Černochová, Evgenia Sendova, Erkko T. Sointu, Christopher H. Tienken

    Research output: Contribution to journalArticleResearchpeer-review

    33 Citations (Scopus)


    In this article, we consider the benefits and challenges of enacting creativity in the K-12 context and examine educational policy with regard to twenty-first century learning and technology. Creativity is widely considered to be a key construct for twenty-first century education. In this article, we review the literature on creativity relevant to education and technology to reveal some of the complex considerations that need to be addressed within educational policy. We then review how creativity emerges, or fails to emerge, in six national education policy contexts: Australia, Bulgaria, the Czech Republic, Finland, Slovakia, and the U.S. We also locate the connections, or lack of, between creativity and technology within those contexts. While the discussion is limited to these nations, the implications strongly point to the need for a coherent and coordinated approach to creating greater clarity with regards to the rhetoric and reality of how creativity and technology are currently enacted in educational policy.

    Original languageEnglish
    Pages (from-to)409-424
    Number of pages16
    JournalTechnology, Knowledge and Learning
    Issue number3
    Publication statusPublished - 1 Oct 2018


    • Creative learners
    • Creative teaching
    • Creativity
    • Educational technology
    • International education policy
    • National policy contexts
    • Review
    • Teaching and learning
    • Twenty-first century learning

    Cite this