Fostering creativity and curiosity through technological problem-solving

The selection of the topic of this special issue “Fostering creativity and curiosity through technological problem-solving” was inspired by John Dakers’ editorial in the previous LUMAT technology education special issue. In his article Dakers (2024) suggests that technology education poses students with two kinds of problems: problems of embodied applied problem-solving and problems of virtual creative problem-solving. This led us to think about the role of creativity and curiosity in these different types of problem-solving processes and elicited a desire to know more about practices that could enhance them in technology education.