For the first time, the OECD Programme for International Student Assessment (PISA) assessed creative thinking. This innovative assessment measures the capacity of students to generate, evaluate and improve ideas in four different domains (creative writing, visual expression, scientific problem solving and social problem solving). In this session, the OECD will present: • How students in participating countries did on the assessment. • How student and school characteristics are associated with creative thinking performance. Presentation of results:

In this session, an expert panel will reflect on how the findings of the report can shape education policy and practice in the classroom. Discussion questions: • What explains the large differences in performance between countries? • What are the implications of the observed differences by student gender and socio-economic status? • What are the most important system-level changes that should be introduced to foster the creative potential of all students? • How should we rethink the focus of standardised assessments? • What is not working at level of the classroom, and what can teachers do differently?

Students who are encouraged and supported to come up with their own solutions to problems connect more deeply with the subject, and are more likely to find purpose and satisfaction in their learning process. This session focuses on how to design and implement changes in teaching practices that give a more central role to students’ imagination, critical investigation of problems and constructing solutions iteratively. Discussion questions: • Are the disappointing trends in PISA results related to a problem of increasing disengagement of students in the classroom? • How can teachers facilitate active processes where students learn by exploring the problem from different angles and iterating on their own ideas? • Are more active and enquiry-based forms of learning hindered by the way we currently assess students—and to what extent? Short Keynotes: • Carl Wieman (Laureate, 2020 Yidan Prize for Education Research) • Michelene (Micki) Chi (Laureate, 2023 Yidan Prize for Education Research) Small group discussion

There is robust evidence on effective teacher learning. Engaging with it is fundamental to the future of teaching and learning. There is also emerging evidence on how teacher education can support and encourage teachers to use research to innovate teaching methods. Discussion questions: • What does evidence say about teacher professional learning? And about developing their own creativity? • What types of professional learning help teachers use evidence to develop innovative teaching methods? Short Keynotes: • Maria Hyler • Makito Yurita Small group discussion

Research evidence rarely translates into a straightforward plan. This session explores how teachers and school leaders play an active role in critically engaging with research. The panel discusses how schools and systems can support teachers to collectively debate research insights and work to embed evidence in teaching and learning processes. Discussion questions: • What does evidence-informed professional enquiry look like? • How can schools and systems support practitioners’ thoughtful engagement with research? Expert Panel: