What If...? From Imagination to Action

Creativity often thrives in the space of uncertainty, where boundaries blur and limitations are only imagined. One of the most powerful ways to spark this kind of thinking is through a simple yet profound question, “What if...?” For students, particularly those in Generation Z, this question offers an invitation to aim for the stars, challenge the status quo, and break free from the constraints of conventional thinking. When used in educational contexts, the “What if...?” inquiry doesn’t just fuel imagination; it also encourages risk-taking and fosters systemic change.

Reaching for the Stars: How "What If...?" Sparks Imagination

I experienced the power of this question with my International Baccalaureate Diploma Program (IBDP) Theory of Knowledge students during a discussion about democracy and, therefore, student voice — the idea that students should have a say in decisions affecting their education. I posed the question: “What if you could change the system of student voice at our school?” This broad, open-ended query invited students to think creatively and engage in problem-solving beyond the constraints of immediate solutions. The results were both surprising and inspiring.

As the students began to discuss, it became clear that they didn’t just want to improve the existing system — they wanted to completely reimagine it. They proposed new structures with flat hierarchies and expanding committees that would give all students, not just a select few, a platform to voice their opinions. They deliberated on how a system of representative councils could work, where students could bring their concerns and ideas to various stakeholders, fostering a culture of true student participation. Their ability to break away from traditional methods and propose innovative structures was a direct result of the creative thinking sparked by the “What if...?” question.

While these discussions sparked excitement and creativity, the real challenge lay in translating these visionary ideas into a functional and inclusive system. After exploring real-world models from other international schools, the students took their next steps toward reimagining their voice in a way that could work within our school community.

Reimagining Student Voice: From Ideals to Realities

Still preferring the distributed structure, the students decided to establish a coalition, with only the elected committee being the student advisory board, while all other committees would operate on a voluntary basis and be open to annual modification: Academic & Language, Assembly, Communication & Event, Environmental, and Belonging/Diversity Wellbeing Committees. This structure significantly enhances collaborative potential, allowing students to choose when and how they contribute. Furthermore, this system is more inclusive as it welcomes any student to join for a period of time that suits them.

Thus, this exercise turned into a project that not only engaged the students in divergent thinking but also led to the development of a concrete proposal for a new system of student voice. This proposal was neither an unattainable utopia nor a short-term fix; instead, it became a vision of what the future could look like — a blend of an ideal system with realistic considerations. Once I realized that they had become increasingly skeptical about the actual impact their ideas and proposal might have, I exposed them to Umberto Eco’s elaboration on the interplay of three stages: the utopian ideal, the reality of the existing structure, and a modified reality that draws from both but remains feasible to implement. Reading Eco’s work as a secondary student myself was also an impactful moment for me. I was captivated by the idea that ideals could shape reality. It was relieving and, therefore, empowering.

For him, “humanity cannot live without utopia,” but he also acknowledged the challenges of actualizing such ideals. For him, “Utopia is not a fixed goal but always a horizon in motion” (Eco, Der Realistische Utopist). We discussed the difference between aspiration, idealism, and utopia, which resonated deeply with the students’ vision — not as an abstract dream but as a dynamic, evolving system that remains grounded in reality while striving for improvement.

Culture of Growth Mindset

However, thinking outside the box requires a psychologically safe space where risks can be taken without the fear of failure or immediate judgment. In educational institutions, where efficiency and productivity are prioritized, the emphasis is often placed on achieving practical solutions, sometimes at the expense of creativity. Rushing to impose solutions too soon or school leaders seeking to reclaim control can stifle innovation, reduce motivation, and kill the momentum of imaginative, lateral thinking. Too often, it is the adults' fear of failure or loss of authority that diminishes the creative energy needed at the beginning of a process. Interestingly, my students identified some needs at the end of the process, before presenting it to the senior leadership and teachers. It’s this premature insistence on pragmatic parameters that prevents students from freely exploring the “What ifs…” in their minds. By allowing students to first explore creative possibilities before mapping those ideas to actionable goals, we create an environment where they feel empowered to take charge of their own learning.

Supporting Student-Led Implementation

Once the students imagined and conceptualized this new system, the next step was to bring their ideas into a more actionable realm. This is where Cognitive Coaching became essential because it not only helps students develop self-awareness but also equips them with the skills necessary to set and achieve their own goals. Cognitive Coaching focuses on self-directed learning and thinking. Its approach focuses on reflective thinking and internal growth (long-term thinking). It starts with a challenge, which leads to a short-term goal but causes long-term cognitive development. Through this approach, I encouraged students to break their larger vision into smaller, more manageable interim goals, which allowed them to track their progress and stay motivated. Importantly, Cognitive Coaching must not limit students' thinking but instead foster self-directed learning, reflective practice, and internal growth. The immediate goals may be short-term, but the thinking process establishes long-term implications for their cognitive development.

Inclusive strategies can further enhance this process by ensuring that goal-setting and scaffolding are individualized according to each student's developmental stage and skill level. Universal Design for Learning (UDL), for instance, emphasizes differentiation, recognizing that students engage with material, process information, and express their learning in diverse ways (CAST, 2020). “Many times we make these decisions about students for or about them without their permission, without their consent, without their input. And the more we can involve them in our thinking, in our design, the more we involve them in our feedback and our feedback structures and the way that we evaluate whether teaching happens. That is when we’ll find out how they are learning and that we too, right alongside them...” (Fitzgerald). This reinforces the idea that student agency is not just about allowing students to participate; it’s about ensuring they are genuinely heard and involved in shaping their educational experience. By tailoring support strategies to students' needs, we enable them to set meaningful goals that align with their subjects and personal growth.

As part of their reality check when starting to implement and build the new student voice system, they worried that the system might fail and that the community’s mindset was not yet shifting to embrace change. They then needed an advocate again, a coach, and a mentor to support them while fostering a growth mindset, patience, and a culture of positive failure. This process was challenging, as it required altering expectations among students, teachers, and leadership, as well as the communication flows and transitioning from a hierarchical to a distributed leadership model. Meanwhile, some individuals were eager to join the movement just as the initial momentum was being built and put it at risk as this was slowing it down. It takes time to create a system shift because the systems in our minds need to change with it.

Student Agency as a Win-Win

Furthermore, such complex processes foster the development of student agency — the ability to act independently and make decisions based on one’s own initiative. By transitioning from creative brainstorming to structured planning, students build autonomy, taking ownership of their learning and transforming abstract ideas into actionable steps. This autonomy is crucial because it strengthens their ability to navigate challenges and make informed decisions based on their values and reasoning.

Moreover, by engaging in such a process, students are better prepared to become agents of change in their communities and beyond. The skills they develop — divergent thinking, problem-solving, collaboration, and goal setting — are transferable to a variety of contexts.

In the long term, the ultimate goal is sustainability. Creative thinking should not be a one-off event but an ongoing process. When combined with Cognitive Coaching for planning and problem-solving, the “What if...?” mindset fosters sustainable, long-term growth. Students are learning how to bring creative ideas to life and sustain their progress over time.

Fostering creative and divergent thinking has never been more critical in an increasingly interdependent, crowded world shaped by artificial intelligence. By embracing the “What if...?” approach with all its contextual requirements, we equip students with the mindset to resist resignation and helplessness, replacing them with proactive and effective solutions from which we all will benefit.

References

CAST. Universal Design for Learning Guidelines. CAST, 2020, udlguidelines.cast.org.

Der Spiegel. "Der realistische Utopist." Der Spiegel, 1985, https://www.spiegel.de/kultur/literatur/umberto-eco-der-realistische-utopist-a-1078441.htm . Accessed 26 Jan. 2025.

Fitzgerald, Andratesha. Universal Design for Learning (UDL) as a Tool for Anti-Racism in Education: Advocating for Change with Andratesha Fitzgerald. Interview by Brittney Carey. Conscious Pathways, Episode 47, 2023, https://consciouspathways.org/universal-design-for-learning-with-andratesha-fritzgerald/.

Eco, Umberto. Travels in Hyperreality: Essays. Translated by William Weaver, Harcourt Brace Jovanovich, 1990. Harvest Book.