LiU Electronic Press

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.