In our efforts to prepare students for future careers and equip them with essential 21st-century skills, we sometimes overlook the fact that as educators, we have a responsibility to dream and create environments where everyone has the chance to be creative and reach their fullest potential.

The new edition of the course “Creativity for the future: promoting Critical Thinking and Problem-Solving in the classroom​” teve lugar em Tenerife from 22/06/2025 to 28/06/2025. The participants came from all across Europe, with Erika Kuizinienė and Aušrinė Breivienė, from Klaipėdos „Smeltės” progimnazija in Lithuania; Agnieszka Kachel, from Szkoła Podstawowa im. Stanisława Ligonia w Truskolasach in Poland; Sonia PAPIN, from Lycée Eugène Livet in France; Janja Pavlinic, from Prva gimnazija Varaždin in Croatia; Noel Colleran, from Tipperary ETB in Ireland; and Peter Anegg, from Mittelschule Matrei am Brenner in Austria. 

During the course, participants delved into the key competencies needed for thriving in the 21st century, focusing on skills such as learning and innovation, digital proficiency, and career and life skills. Special attention was given to the 4Cs: critical thinking, creativity, communication, and collaboration. Most importantly, through hands-on activities, we explored how our brain and cognitive processes operate when faced with problem-solving tasks.

To encourage out-of-the-box thinking, participants were presented with a series of challenges that highlighted how common barriers can be overcome with the right strategies. One such strategy was the 6 Thinking Hats method, which allowed participants to apply “lateral thinking” to the content they teach. By practicing this technique individually and reviewing peers’ work, participants realized its versatility—this method can be used across various subjects, from science to language learning, and even as a tool for formative assessment, encouraging students to think creatively.
Moving into the realm of visual strategies, participants engaged in activities designed to foster students’ creative expression. These activities could serve as a foundation for brainstorming or idea-sharing. We challenged the traditional view of “visual thinking,” expanding the concept by introducing a digital, innovative perspective.

In today’s world, where students are often passively exposed to a constant stream of (mis)information, developing critical thinking skills becomes increasingly important. Participants participated in exercises that involved reasoning, questioning, and debating—tools they can easily adapt to different classroom contexts to empower students to become active, reflective learners.
To foster creativity and critical thinking in the classroom, we also explored how innovation often arises from reimagining traditional tools. Participants enjoyed playing a variety of games and discovered how they could adapt these activities to their own subjects, enhancing the learning experience and gaining fresh insights into teaching methods.

Therefore, participants left with a wealth of new ideas and strategies to foster creativity in their classrooms. They now feel equipped to develop their students’ critical thinking skills and inspire them to approach learning with a fresh, innovative perspective.

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