Creativity and Engineering in Schools: A missed opportunity?

This review explores the similarities (and differences) between the ways in which creativity and engineering can be systematically, intentionally and effectively
incorporated into the curricula of all schools. It starts with the premise that engineering and creativity, though increasingly valued globally as the means by
which some of the intractable and complex problems faced by humanity can be solved, are nevertheless often almost invisible in schools in England.
In addressing the multi- and inter-disciplinary nature of both engineering and creativity, it is argued that framing engineering as a set of
engineering habits of mind (and body), just as the authors have done successfully in framing creativity, may help teachers to look beyond the traditional
subjects of science and maths to incorporate a broader range of disciplines and create learning experiences that are closer to the real world of
engineering.

By the same token it may be helpful to understand how, through the use of creative, engineering and especially design thinking processes, teachers may
better be able to make choices about the use of effective pedagogies.
The review charts recent significant developments in teaching for creativity in English schools and suggests ways in which the engineering education community might learn from these and from recent
international developments, especially the PISA (Programme for International Student Assessment) Creative Thinking results published in 2024.

The review makes three specific suggestions.
1. That an overview of the ‘state of the nation’ with regard to engineering in schools is undertaken, similar in scope to the Durham
Commission on Creativity and Education (2019), a partnership between Arts Council England and Durham University
2. That the Royal Academy of Engineering acts as a catalyst, drawing on existing international and national evidence, to develop a clear
message about the importance of engineering in schools as a means of solving the world’s challenges and (re)invigorating the experiences
of young people and their teachers in schools.
3. That there is a concerted focus on teaching and assessment in embedding engineering in schools. This might include an explicit
acknowledgement of the importance of understanding engineering habits and in the confident use of design thinking processes,
all the while creating opportunity for pupils to learn through the process of solving authentic problems. There is work to be done
in understanding how assessment practices can be developed to further improve teaching and learning in engineering.

Adopted thoughtfully, global priorities for education to develop a wide array of skills can be channelled into England’s context and beliefs about the
purpose of education. In light of the Department for Education’s 2024 Review of Curriculum and Assessment, the Royal Academy of Engineering has
a timely opportunity to advocate for embedding engineering principles within a broad curriculum. This aligns with the government’s ambition to
enhance skills-based education, but it is crucial that the right skills are prioritised – skills that resonate with both economic, personal and societal needs.
Engineering competencies like adapting and creative problem-solving are essential for careers in engineering, but also valuable for all individuals,
supporting active citizenship and personal development. By leveraging evidence from this report and partner research, the Academy can help
ensure a broad curriculum equips young people with skills prized by employers and needed for meaningful engagement in society.