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Abstract
The evolution of our perspective on creativity as a phenomenon and process intertwined with problem-solving and critical thinking has evolved over the years as we have widened our experience of designing programs for gifted and talented students. This paper outlines how the authorsx2019;own thinking and practice developed as both gifted education and creativity became the focus of recent national initiatives within the United Kingdom. The UNESCO ten-year endeavor relating education and sustainability provides the backdrop and impetus for our current focus on creativity.