What is it about?
This chapter looks at how new technologies—like generative AI and digital twins—can help make learning more creative. It builds on the ideas of well-known educators like Vygotsky and Gardner, who believed that creativity comes from working and learning together with others. The chapter explains that creativity isn’t just something you're born with—it's a skill you can develop, especially when you use digital tools that let you explore, experiment, and create in new ways. Technologies like generative AI (which can help come up with ideas or make things like stories or images) and digital twins (virtual versions of real places or systems) can support students and teachers in being more imaginative and collaborative. We also talk about important skills for success in today’s world—like communication, teamwork, and thinking critically—and how digital tools can support all of these. The chapter shares ideas for how schools and teachers can encourage creativity through technology, but also points out some challenges, like making sure these tools are used in fair and thoughtful ways. In the end, we look ahead to how these tools might shape the future of learning and help both students and teachers unlock new creative potential.
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Why is it important?
This chapter is important because it shows how new technologies like generative AI and digital twins can help make learning more creative, engaging, and meaningful for students and teachers. In today’s fast-changing world, it's not enough to just memorize facts. Students need to learn how to think creatively, solve problems, work with others, and communicate well—skills often called "twenty-first-century skills." These are the abilities people need to succeed in school, work, and life. The chapter explains that creativity is not just for artists or 'gifted' people—it’s something everyone can develop. And digital tools can help by giving students personalized learning experiences, letting them explore ideas in new ways, and even working alongside AI as a creative partner. By understanding and using these technologies wisely, educators can create learning environments that inspire curiosity, encourage collaboration, and help students build the skills they need for the future. This chapter matters because it helps us imagine a better way to learn—one where technology supports, rather than replaces, human creativity and connection.
Perspectives
This chapter offers a timely and forward-looking exploration of how emerging technologies—generative AI and digital twins—can reshape creativity in education. What I find particularly compelling is the way it reframes creativity: not as an individual gift or rare talent, but as a social, learnable process that can be nurtured through collaboration with both people and machines. By anchoring its ideas in respected educational theories (like Vygotsky’s emphasis on social learning and Gardner’s multiple intelligences), the chapter builds a strong foundation that bridges classic educational thought with cutting-edge technology. It doesn’t treat AI and digital twins as buzzwords or magic solutions, but as tools that must be integrated thoughtfully into learning environments. I appreciate that the chapter also avoids a purely optimistic or overly technological viewpoint. It acknowledges challenges—ethical concerns, equity, teacher readiness—while still offering practical strategies for building a culture of creativity in classrooms. In particular, its vision of AI as a partner, not a replacement, in the creative learning process feels both realistic and empowering. What stands out most to me is how this chapter encourages us to see learners not just as consumers of information, but as active creators—supported by AI in ways that honor human values, diversity, and curiosity. In a world where automation is increasing, helping learners develop creative confidence and collaborative skills is not just important—it’s essential for shaping a humane and adaptable future.
Dr. HDR. Frederic ANDRES, IEEE Senior Member, IEEE CertifAIEd Authorized Lead Assessor (Affective Computing), Unconscious AI Evangelist
National Institute of Informatics
Read the Original
This page is a summary of: Generative AI and Digital Twins: Fostering Creativity in Learning Environments, January 2025, Springer Science + Business Media,
DOI: 10.1007/978-3-031-86551-0_9.
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