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:

Building education policies on robust data and evidence is fundamental. Different sources of knowledge, political values and stakeholder interest will form part of any policy decision. Yet certain structures and processes can foster thoughtful engagement with research evidence and ensure that it has a unique place in policy making. Discussion questions: • How do policy makers engage with data and evidence to solve complex policy problems? • What are their challenges? • What structures and processes can support policy organisations to improve the use of evidence more effectively? Short Keynotes: • Eric Hanushek (Laureate, 2021 Yidan Prize for Education Research) • Tracey Burns Expert Panel:

For policy makers and practitioners to thoughtfully engage with research evidence, brokers and intermediary organisations play an important role. They support researchers to generate evidence and facilitate its use in policy and practice. This session looks at the growing body of research on what it means to be an effective broker, why it's not yet being put into practice and how education systems can support better use of intermediaries. Discussion questions: • What is the role of intermediaries in supporting policy and practice to engage with research evidence? • How can intermediaries and brokers do their work effectively? • What can education systems do to support the intermediary ecosystem and improve the systematic use of evidence? Presentation • Nóra Révai, OECD Small group discussions in 2 rounds Expert Facilitators:

• Closing panel with selected speakers