Two hundred and four pupils participated in this research study; in the location of their everyday classroom / laboratory environment. Participants were assessed in terms of creative quotient (CQ) derived from fluency and flexibility values. From analysis of the mean data; third level students proved the most creative in the context of creative quotient. However; further comparative analysis occurred in terms of the statistical difference (p-value) for fluency; flexibility and CQ in the context of the three educational institutions. Overall; there is a small difference (very small effect size <0.1) between primary and second level; and primary and third level; in the context of fluency; flexibility; and CQ. In terms of second and third level; in the context of fluency; flexibility and CQ; there was no difference. It is necessary that creativity is promoted throughout our education systems to ensure pupils maintain and develop their creative capacities into adulthood. A young child may have the capacity to be creative; but as they get older; if they do not have the need to be creative; their capacity may fade. Later in life they may struggle to reconnect to the creativity they had during their youth. Education systems need to foster independent thinking; creativity and innovation. This paper portrays student’s creative capacity in technology education spanning from early years through to upper secondary education and teacher education in the context of fluency; flexibility and creativity quotient.
Keywords: Creativity; creativity quotient; thinking; education systems; technology education