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The purpose of this study is to explore and discuss the formation and characteristics of the creativity agenda in Korean education policies. The research problems are as follows: 1) When and how did the creativity agenda emerge in education policy in Korea? 2) What are the features of the creativity agenda reflected in recent Korean education policies? To achieve these aim, the study analyzed governmental policy reports and press releases, reports from national research institutes, and national curriculum documents. According to the results of this study, the creativity agenda in education came to the forefront when the 5.31 Education Reform plan was declared with the purpose of responding to the diverse and fast-changing twenty-first century society. Creativity education before the 5.31 Education Reform was regarded as gifted education for only a few talented students. However, after the creativity agenda emerged in education policy, the range of target students for creativity education was expanded to include the majority of general students. Additionally, the creativity agenda exhibited diverse features during different governmental periods. In the first period, although creativity education for general students seemed declaratory in that it was still conducted within gifted education, creativity itself became a priority for the first time in Korea and attracted huge attention across the nation. In the second period, the creativity agenda for both gifted students and general students was emphasized, and the government tried to balance creativity education for both. Finally, in the third period, the creativity agenda has played an important role in education policies, and creativity education for general students is being actively implemented. Keywords—Creativity, Creativity agenda, Korean

A reflective review on the creativity agenda in Korean education policy