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Internationally, creativity is a widely discussed construct that is pivotal to educational practice and curriculum. It is often situated alongside technology as a key component of education futures. Despite the enthusiasm for integrating creativity with technologies in classrooms, there is a lack of common ground within and between disciplines and research about how creativity relates to technology in teaching and learning—especially in the uncertain space of classroom implementation. This article provides a critical thematic review of international literature on creativity and technology in the context of educational practice. We identify four essential domains that emerge from the literature and represent these in a conceptual model, based around: (1) Learning in regard to creativity, (2) Meanings of creativity, (3) Discourses that surround creativity, and (4) the Futures or impacts on creativity and education. Each of these clusters is contextualized in regard to emerging technologies and the developing scope of twenty-first century skills in classroom implementation. We offer conclusions and implications for research and practice.

The concept of giftedness is complex, contested and evolving and may be thus frustratingly challenging to apply in practice. One area of emerging research is understanding the personal experiences of those who identify as gifted in order to better represent the myriad culturally diverse conceptions of giftedness that evolve over a lifetime. In this article, I employ an autoethnographic approach to explore aspects of my adult identity as an atypical learner. This journey unfolds in crafted vignettes that reveal the complexities and multi-dimensionality of my learning and are analysed using Gagné’s Differentiated Model of Giftedness and Talent (DMGT). As I investigate my journey as a gifted lifelong learner at school, then as a teacher, teacher educator and corporate executive, three critical friends, the other authors of this paper, offer an etic perspective about my experiences of giftedness. The aim of the article is to illuminate the importance of examining personal experiences, stories and voice as a way of conceptualising giftedness, and to position giftedness as an evolving lifelong experience. In the article we offer several implications for the normalisation of giftedness in education which resonates into adulthood.

Creativity in education is universally valued, but the diversity of theories and directions in the field of creativity studies is challenging for practitioners to understand and apply in classrooms. In this conceptual article and position paper, we propose a unified educational approach to creativity based on the philosophical ideas of Alfred North Whitehead and John Dewey. Whitehead’s notion of concrescence—where diverse experiences and resources are integrated into a coherent whole—alongside Dewey’s pragmatic emphasis on experiential learning, provides a robust foundation for enabling creativity in educational settings. Drawing upon these stances, we offer a set of three principles derived from the integration of Whitehead’s and Dewey’s thoughts, aimed at enhancing the practical application of creativity in education. These principles focus on designing learning environments that foster creativity and align with learners’ natural developmental tendencies, and the processual nature of learning. As a plausible practice example, we apply these principles within Science, Technology, Engineering, Arts, and Mathematics (STEAM) education, showcasing a practical thought experiment that applied the three integration principles and merges experiential learning and the integration of varied experiences and resources. This approach emphasizes the role of teachers as designers of learning environments that foster creativity. A design-based approach can inform curriculum development, teaching methods, and classroom management, influencing research, practice, and policy. By rethinking creativity through the integration of Whitehead and Dewey, educators, researchers, and policymakers can develop more coherent strategies that promote creativity more centrally in the educational process, addressing the need for innovative and adaptive thinking in students.

This article critically explores the understandings about the English academic literacy needs of international graduate students from the perspective of academic teaching staff in a Faculty of Education at a large Australian university. Research suggests that international graduate students for whom English is another language, on coming to English speaking countries, acquire English academic literacies as part of a complex set of academic competencies needed for successful graduate study. In this study, 16 academic teaching staff participated in focus groups and revealed their understandings and practices about academic literacies in the context of their experiences of working with international graduate students as teachers and supervisors. Emergent thematic analysis and Bourdieu’s ideas of doxa, field, and habitus were used to examine the data. Findings revealed a range of beliefs about what international graduate students need regarding academic literacies and language support, and some contestation about the role of the academic in providing literacy support. This suggests challenges of consistency in graduate teaching and learning, and the need for greater clarity concerning what equitable support international students are given.

In this article we explore the educational experiences of an Indonesian youth, Ariga (pseudonym), in the Lembaga Pembinaan Khusus Anak (LPKA), a youth correctional facility in Aceh, Indonesia. Using narrative inquiry methodology alongside social reproduction theory, this narrative inquiry examines how institutional policies and practices impact educational experiences within Indonesian justice facilities, where youth voices are largely unreported. The findings reveal three key themes: the need for personalised educational experiences, the importance of rehabilitation-focused education for societal reintegration, and the critical importance of role models and mentorship. Despite facing significant challenges to achieving his educational aspirations, Ariga formed meaningful connections with correctional officers, particularly his guardian who provided crucial mentorship. Whilst the facility's strict regulations and lack of alignment with Ariga's interests created barriers, the integration of cultural elements and mentorship support helped reshape his educational dreams. This research contributes vital insights into youth experiences within Indonesian correctional facilities, highlighting the significant need for more responsive and inclusive educational approaches that value young people's voices, acknowledge their past experiences, and align with individual dreams and aspirations. Our study brings attention to the transformative potential of creating educational spaces for marginalised youth that extend beyond traditional academic outcomes to foster personal growth, skills development, and meaningful future aspirations.

In this autoethnographic article we focus on the issues of “disability” and “inclusive education” and the challenges of being positive and affirming in this area of research and practice. As a teacher, I (Alina) continue to encounter regularly the dominant deficit view of “disability,” in spite of the extensive body of literature that advocates for the rights of people with disabilities as well as the benefits of inclusive education best built on strength-based thinking. The autoethnographic methodology allowed me to explore my experiences as an educator and reflect on specific events, presented through four vignettes that capture how my beliefs and values as an educator have formed over time. Throughout the article, I work closely with two academic colleagues (Ed and Jane), who become my critical friends, as I travel through this personal and professional journey that includes emotional reaction, reflection and academic analysis. I also engage with the emerging field of strength-based approaches to disability, as well as the importance of dialogue and justice, on an individual and professional level, with the aim of empowerment for students and teachers.

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.