Abstract
Creativity, although widely promoted in educational policy worldwide, is often problematic to translate it into real-life classroom practices. My research aims to investigate and identify teaching strategies that promote creativity as a higher-order thinking skill, and to understand how these strategies could be infused into the school curriculum, which is currently dominated by standardised testing and knowledge transmission. The research is conducted as a mixed methods study and data are gathered from pre- and post- tests, classroom observations during teaching intervention, and interviews with students and teachers. These data will be analysed through a sociocultural perspective of human cognitive development, in the hope of uncovering critical principles involved in developing an effective educational programme that promotes creativity. The findings will advance the understanding of how the teaching of creativity could be more explicitly embedded into the school curriculum, and eventually contributes to the pedagogical innovation at schools.