We created this innovation because we saw a persistent gap between what students learn in the classroom and what feels relevant in their lives. When science, mathematics, and technology are taught as isolated content, many students disengage: they memorize without deep understanding and use technology without believing they can create with it.
CREA was established to close that gap through experiential learning and maker culture. We start from context-rich problems that matter to students and guide them through a creation cycle: ask, imagine, plan, create, and improve. By building tangible prototypes, making decisions, and iterating after setbacks, children and youth develop agency, critical thinking, and confidence as active creators of solutions.
We designed CREA with scale in mind. Lasting impact happens in classrooms, so we developed a replicable approach aligned with curricular standards and adaptable to different resource levels, including low-tech versions. We also invest in human mediation: mentors and student facilitators who model accessible pathways into STEAM and help teachers become multipliers. Our goal is to expand opportunity so more students can learn by creating and see STEAM as within their reach.
In practice, CREA is delivered through STEAM experiences grounded in authentic, context-based projects. Student groups arrive with a question or challenge connected to their daily realities (their school, neighborhood, or region) and, supported by mentors, graduate assistants, and lab engineers, follow a creation cycle: ask, imagine, plan, create, and improve.
Participants design a solution, build a prototype (digital or physical), and test it. Depending on their level, they may use introductory tools such as the Micro:bit, rapid-prototyping platforms such as Arduino, or educational robotics; when appropriate, they incorporate digital fabrication (3D printing, laser cutting, CNC) to produce parts and structures. Failure is treated as information: students diagnose issues, adjust their designs, and iterate until they achieve a functional outcome.
Each experience integrates disciplines in a natural way: science to understand the phenomenon, mathematics to measure and model, technology and engineering to program and build, and art/design to communicate and consider the user. The experience concludes with a demonstration, guided reflection, and evidence of the process (logs, data, and the prototype). For teachers, CREA translates these principles into classroom-ready guides aligned with curricular standards and adaptable to varying resource levels, including low-tech versions.
It has been spreading through three complementary pathways. First, through sustained partnerships with public and private schools and nonprofit foundations in Bogotá and across other regions of the country. This enables repeated delivery with diverse groups, continuous improvement based on real feedback, and expansion to new educational communities.
Second, by strengthening teachers as multipliers. Beyond on-site visits, we translate what happens at CREA into practical methodologies and classroom-ready guides that educators can implement in their own contexts. These materials are aligned with curricular standards and adaptable to different resource levels, including low-tech versions.
Third, through standardization, documentation, and transfer. Our workshops follow a clear structure (ask, imagine, plan, create, and improve) and we document materials, sequences, and learning evidence to support adoption by other educational institutions. In parallel, our team of student mentors and graduate assistants serves as a diffusion network: they co-design and facilitate experiences, train new facilitators, and carry maker culture into additional settings, extending CREA’s reach beyond the lab.
We have modified and strengthened the innovation iteratively, using evidence gathered from each implementation. First, we moved from technology “showcases” to context-based, project-centered experiences in which a real challenge and a guiding question drive learning. This shift led us to standardize a clear creation cycle (ask, imagine, plan, create, and improve) as the core methodology.
Second, we expanded adaptability. We designed low-tech versions and classroom-ready kits for settings with limited infrastructure, and we organized learning pathways by level (introductory, intermediate, advanced) to meet learners where they are. We also strengthened curricular alignment by connecting workshops to competency standards so they function as integrated learning experiences rather than isolated activities.
Third, we reinforced pedagogical mediation. We refined guides, timing, and facilitation roles to increase participation, collaboration, and student autonomy, explicitly positioning iteration and productive failure as learning opportunities. In parallel, we consolidated safety protocols and responsible-use practices for advanced technologies, including digital fabrication, robotics, and autonomous systems.
Finally, we improved transfer and scale. We documented materials, sequences, and learning evidence more systematically, and developed resources to train teachers and new facilitators. These modifications have made CREA more replicable, more inclusive, and better equipped to
If you want to try it, the first step is to define an authentic challenge that is close to your context (classroom, school, or community) and can be addressed in 2 to 4 hours. Write a clear guiding question and select 1–2 curricular competencies you want to develop (science, mathematics, language, citizenship) to ensure alignment with your lesson plan.
Then, implement the creation cycle:
Ask: define the problem and success criteria.
Imagine: propose several solutions and choose one.
Plan: materials, roles, steps, and timing.
Create: build a prototype (it can be low-tech: paper, cardboard, simple sensors, or simulations).
Improve: test, identify issues, and iterate.
Example: Students study a local ecosystem using a plant pot, a school garden, or a nearby park. In one or two observation rounds, they record soil moisture, light exposure, and visible insects, noting changes after watering or rain. They document evidence with photos or sketches, organize findings into simple charts, and propose one realistic improvement, such as shading, responsible watering, or soil care.
Prepare a simple facilitation plan: small teams, defined roles, an evidence log (drawings, data, decisions), and a closing moment with a demo and explanation of the prototype. Maintain safety guidelines, especially if you use tools or electronics.
Finally, if you want support, the most effective path is to connect with CREA through a pedagogical visit or a co-design session with your teaching team.
