Embedded Files
IPG will coordinate three activities for Project Result 1 to be released in open source as an e-book that will examine the state of the art of what we are calling "Creativity, Innovation & STEAM in the HEI classroom and in the cloud". This title is meant to include any activity that might be happening online and which we suspect will contribute richly to the project, including innovation and collaborations being implemented during the present Coronavirus pandemic. The state of the art for creative, divergent, and designerly thinking in HEI remains to be clearly defined.
Unlocking Potential: 17 Case Studies in Creative Thinking, Innovation & STEAM in the Classroom and in the Cloud
This open-access e-book presents a vibrant collection of 17 case studies from across Europe that explore how higher education institutions are transforming learning through creative thinking, interdisciplinary collaboration, and STEAM-based innovation (Science, Technology, Engineering, Arts & Mathematics).
Developed by the CT.Uni – Creative Thinking for a Transdisciplinary University project, the publication showcases real-world examples of how universities are reimagining education to better prepare students for complex, global challenges. Each case study highlights innovative pedagogical approaches such as:
Design thinking and project-based learning
Transdisciplinary teamwork and co-creation
Integration of arts and AI in education
Mental health, diversity, and inclusion initiatives
Collaborative partnerships between academia and industry
From immersive storytelling workshops and sustainable design challenges to inclusive learning environments and AI-supported creativity, the case studies span a wide range of disciplines and institutional contexts. They offer practical insights, tested methodologies, and inspiring outcomes for educators, researchers, and policymakers seeking to unlock the full potential of students in the 21st century.
The publication is not only a resource but also a call to action: to foster creativity, empathy, and innovation in higher education through meaningful collaboration and bold experimentation.
Fell free to download, share and implement:
indd.adobe.com/view/5151ae39-d2c1-4785-9d67-85b7ea38e94c
Unlocking Potential: 17 Literature Reviews to Promote Creative Thinking, Innovation & STEAM in the Classroom and in the Cloud
This open-access e-book presents a comprehensive and forward-thinking synthesis of theoretical foundations, empirical research, and practical insights on creative thinking, innovation, and STEAM (Science, Technology, Engineering, Arts & Mathematics) education in higher education. Developed collaboratively by the international partners of the CT.Uni project, the volume brings together 17 in-depth literature reviews that explore diverse dimensions of creativity and transdisciplinarity in teaching and learning.
Structured around three interrelated themes innovative learning environments, assessment and management of creative thinking, and STEAM-based pedagogical approaches the collection offers educators, curriculum designers, and policymakers a rich resource for integrating creativity-enhancing strategies into higher education. Each chapter provides a critical overview of key concepts, evidence-based practices, and actionable recommendations, making the book both academically rigorous and practically relevant.
Whether you are designing a new course, rethinking assessment methods, or seeking to foster a culture of innovation across disciplines, Unlocking Potential serves as a valuable guide for transforming higher education through creativity, collaboration, and future-oriented thinking.
Fell free to download, share and implement:
indd.adobe.com/view/608c7fcb-8d03-44b6-b816-60101b0c6b2c
Transformative Journeys: The Impact of International Mobility in Academia
Transformative Journeys: The Impact of International Mobility in Academia
This publication presents a comprehensive qualitative study on how international academic mobility influences creativity, innovation, and personal development across three key groups in higher education: students, academic teachers, and university managers. Developed within the CT.Uni project and co-funded by the Erasmus+ programme, the report draws on 24 in-depth interviews conducted across eight European universities.
The study explores how mobility experiences shape teaching practices, foster interdisciplinary collaboration, and support institutional transformation. Teachers describe how exposure to different educational cultures and pedagogical methods has led them to adopt more flexible, student-centered approaches. Students reflect on how studying abroad enhanced their independence, intercultural competence, and motivation to pursue creative academic and professional paths. University managers provide insights into the systemic and organizational dimensions of mobility, highlighting both its strategic value and the challenges of implementation.
The publication emphasizes the transformative power of mobility – not only as a tool for individual growth but also as a catalyst for institutional innovation. It offers practical recommendations for universities, educators, and policymakers to enhance the accessibility, quality, and impact of international mobility in higher education.
Fell free to download and share:
phavi.umcs.pl/at/attachments/2025/0629/092832-transformative-journeys-3-.pdf
Project Result 2 will develop an e-handbook focused on challenge profiling and including methods and tools to collect and assess innovation issues. It aims to determine how challenges from different stakeholders (e.g. local authorities, city regions, government, business, industry and policy influencers) can be identified, codified and used by academics to support the student experience. It will lead to an increased understanding of how a meaningful pipeline of knowledge is created which can then be tackled through innovation-focused methods within learning and teaching.In response to this STU proposes a work package which focuses on how universities can determine what subjects/ topics they should set for innovation activities in the classroom or online.
The work package will include quantitative and qualitative research. The research will be based on in-depth interviews with the target groups and electronic surveys.
HEIs Managers: https://bifrost.survey-research.net/576218?lang=en
HEIs Students: https://sapienzapsico.eu.qualtrics.com/jfe/form/SV_bjvr9nkn7W3WUVU
HEIs Partners: https://fadstu.limesurvey.net/842975
HEIs Lecturers: https://bildungsportal.sachsen.de/umfragen/limesurvey/index.php/759398
Codifying Innovation in Learning and Teaching
This comprehensive e-handbook explores how higher education institutions can systematically identify, analyze, and integrate innovation challenges from external stakeholders such as businesses, NGOs, and public institutions into their teaching and learning practices. Developed as part of the Erasmus+ project CT.Uni: Creative Thinking – Taking an Innovative and STEAM Approach for a Transdisciplinary University, the publication presents a research-based framework for fostering creative thinking and innovation through university-stakeholder collaboration.
Drawing on extensive qualitative and quantitative data collected from eight European universities, the book synthesizes insights from four key stakeholder groups: students, teachers, university managers, and external partners. It examines the benefits and barriers of cooperation, the role of STEAM and interdisciplinarity, and the institutional conditions that support or hinder innovation in education.
The publication introduces a set of codified criteria for successful collaboration, developed through expert analysis and participatory workshops. These criteria serve as practical tools for curriculum designers, educators, and institutional leaders aiming to align real-world challenges with transdisciplinary, creativity-enhancing learning strategies. By doing so, the e-handbook supports the development of student agency, employability, and institutional impact in a rapidly evolving educational landscape.
Whether you are designing innovative curricula, building partnerships with external stakeholders, or seeking to embed creative thinking into your institution’s DNA, Codifying Innovation in Learning and Teaching offers a rich, evidence-based resource for transformative change in higher education.
Fell free to download, share and implement:
The analysis of study programmes within selected departments/areas of study includes innovative learning and teaching methods (like design thinking, critical and creative thinking, project based learning, research based learning, STEAM, and long distance learning as well as cooperation with the city and other external institutions stakeholders). Analysis of the documentation, description of the existing situation will be focused on how universities currently support external stakeholders, the city, and other institutions to understand their challenges and how the innovation generated through external cooperation can be aligned to support student teaching & learning and how that can in turn support the external stakeholder.
Creative Teaching in Higher Education – Teaching Approaches, Support Structures and External Partners
Creative Teaching in Higher Education – Teaching Approaches, Support Structures and External Partners
This publication offers a comprehensive exploration of innovative teaching practices in higher education, developed within the Erasmus+ project CT.Uni. It brings together case studies, institutional strategies, and partnership models from multiple European universities to support the integration of creativity into teaching and learning.
The publication is structured around three key pillars:
Creative Teaching Approaches: Showcasing methods such as design thinking, problem-based learning, interdisciplinary collaboration, and research-based learning, with real-world examples from diverse disciplines.
Support Structures: Analyzing institutional enablers of innovation, including curriculum flexibility, digital tools, pedagogical strategies, and professional development.
External Partnerships: Highlighting collaboration with municipalities, NGOs, and companies, and how real-world engagement enhances student learning, motivation, and societal impact.
Each section includes challenges, benefits, and practical recommendations for educators and institutions aiming to foster creativity, critical thinking, and student engagement. The publication also addresses sustainability in innovation and offers strategies for embedding creative teaching into institutional culture.
This output contributes to the broader CT.Uni goal of aligning higher education with societal needs through collaborative, student-centered, and future-oriented education.
Fell free to download and share:
Creative Teaching in Higher Education - Teaching Approaches, Support Structures and External Partners.pdfProject Result 4 is the next step in the project flow – the evaluation of the implementation process of Project Result 3, which will answer a need to gather and review practical ways of making the teaching and learning processes more innovative as well as enhancing their impact on different stakeholders. Project Result 3 focuses on the recommendations of creative teaching methods, like STEAM, which can lead to more tangible benefits, such as: techniques for collaborating across different disciplines; the ability to consider varied perspectives; and the identification of points of common ground. These recommendations will be innovative in themselves and their implementation could cause a significant impact.
Evaluating Innovation in Higher Education: Insights from the CT.Uni Project
Evaluating Innovation in Higher Education: Insights from the CT.Uni Project
This publication presents the fourth intellectual output of the CT.Uni project "Evaluation Study of the Implementation Process" and offers a comprehensive analysis of how innovative teaching methods were implemented and evaluated across eight European universities. Building on the recommendations from Project Result 3, this report investigates how creative, STEAM-based, and transdisciplinary approaches were translated into real academic practice and what impact they had on students, teachers, and external stakeholders.
The publication includes:
Sixteen case studies of teaching innovation across disciplines such as design, psychology, business, engineering, and biotechnology.
Comparative analysis of pre- and post-implementation data from over 370 students and 30 teachers, including surveys, self-reflections, and qualitative interviews.
Identification of five key pedagogical shifts: from passive to active learning, from structured guidance to tailored support, from student to professional identity, from product-based to process-oriented evaluation, and from technology as a delivery tool to a medium for collaborative knowledge construction.
Reflections from teachers on their professional transformation, including a shift from intuitive to strategic teaching approaches.
Stakeholder feedback and SWOT analysis of the innovation process, highlighting both the benefits and challenges of real-world collaboration.
Practical recommendations for educators, students, and university leadership to support creative teaching, interdisciplinary learning, and institutional change.
The report confirms that well-supported innovation fosters reflective teaching, empowers students, and strengthens the connection between higher education and societal needs. It also emphasizes the importance of professional development, institutional support, and student-centered design in building a more creative, inclusive, and future-ready university.
Fell free to download and share:
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