It’s 2030 – technological advancements continue at a rapid pace through artificial intelligence (AI) and digital developments, displacing businesses, disrupting business models and automating many roles and skills we value today. We require increased digital proficiency while acknowledging that our knowledge and skills will date quickly, underpinning the need for resilience, adaptability and practical reskilling. So how can we best support the workforce of tomorrow?

Businesses are increasingly acknowledging creative thinking as the skill poised for the most rapid growth in significance in the years ahead, as highlighted in the World Economic Forum Report of 2023 (World Economic Forum, 2023). Moreover, it is a significant predictor for an occupation’s future growth potential by 2030, in contrast to other transferable skills such as detail-oriented, customer service and basic computer skills, which are more vulnerable to automation (Easton & Djumalieva, 2019). Creative thinkers are adept at problem-solving and the process of generating and refining creative ideas demands flexible thinking and adaptability. Furthermore, it cultivates effective communication skills, enabling individuals to articulate ideas and collaborate effectively, while nurturing a mindset adept at risk-taking, pursuing curiosity and making interdisciplinary connections – essential future skills (Dickerson & Rossi, 2023). Ultimately, creative thinking serves as a catalyst for enhancing a wider skillset and, in the context of business, drives a culture of innovation.

Numerous UK businesses harness creative thinking to propel innovation in their products and services. One such example is Sum Vivas, a Liverpool-based creative technology company that pioneered the UK’s first AI-integrated digital humans. By seamlessly integrating disciplines such as fashion, environment design, music and motion capture, Sum Vivas utilises creative thinking and process to humanise unfamiliar technologies, enhancing business, employee and customer experiences at scale to the delight of its audiences.

As demand for creative thinking grows, UK education institutions are adapting. Arts University Bournemouth’s School of Arts, Media and Creative Industries Management integrates project management capability into its creative bedrock to develop future creative leaders. In response to its Future Skills research, Kingston University embeds creative problem-solving as a core attribute across all courses. London Interdisciplinary School acknowledges the need for diverse expertise to address complex global challenges, valuing the arts and creative process on equal footing with science and humanities.

‘Practical measures are needed to reprioritise creative thinking within the national curriculum alongside a long-term, public-facing campaign to shift attitudes and perceptions to correct this disconnect for future generations.’

However, further down the education pipeline the landscape looks very different, with a sharp decline in the uptake and availability of creative subjects, attributed to narrow school accountability measures (Wicklow, 2021). This is compounded by ongoing political and media discourse, casting doubt and perpetuating misconceptions on the value of creative education and skills. Practical measures are needed to reprioritise creative thinking within the national curriculum alongside a long-term, public-facing campaign to shift attitudes and perceptions to correct this disconnect for future generations.

While the exact landscape of tomorrow’s world remains uncertain, one thing is clear: in an era increasingly defined by digital innovation, creative thinking emerges as an indispensable asset for the UK workforce. This requires a fundamental shift in our approach – one that values creativity and integrates creative thinking from grassroots level alongside long-valued science, technology, engineering and mathematics approaches. By fostering creative thinking, we bolster our collective ability to imagine a better future and drive innovation and societal progress.

References

Dickerson, A., & Rossi, G. (2023). The skills imperative 2035: An analysis of the demand for skills in the labour market in 2035. National Foundation for Educational Research. https://www.nfer.ac.uk/publications/the-skills-imperative-2035-an-analysis-of-the-demand-for-skills-in-the-labour-market-in-2035

Easton, E., & Djumalieva, J. (2019). Creativity and the future of skills. Creative Industries Policy and Evidence Centre and Nesta. https://www.pec.ac.uk/research-reports/creativity-and-the-future-of-skills

Wicklow, K. (2021). Trends in Creative Arts Qualifications: What do applicants to creative HE courses hold? United Kingdom Arts and Design Institutions Association. https://ukadia.ac.uk/2021/09/28/trends-in-creative-arts-qualifications/

World Economic Forum. (2023). The future of jobs report 2023. https://www.weforum.org/publications/the-future-of-jobs-report-2023/