Exploring imagination in the curriculum
Reflections from the January Imaginative Curriculum Research and Scholarship Centre (ICRSC) information session, by Dr Vasiliki Kioupi and Professor Chrissi Nerantzi.
On 28 January 2026, colleagues from across the University of Leeds and beyond gathered for the first information session of the year in the School of Earth, Environment and Sustainability as part of the Teaching and Scholarship meeting to explore the work of the Imaginative Curriculum Research and Scholarship Centre (ICRSC), School of Education, University of Leeds.
Hosted by Dr Vasiliki Kioupi in the School of Earth, Environment and Sustainability and co-organised with Professor Chrissi Nerantzi from the School of Education, the session brought together academics, researchers, postgraduate researchers and professional colleagues from Leeds and further afield, in a lively hybrid meeting to imagine what an imaginative curriculum could look like across the education sector.
The invitation framed the session as an opportunity to “instil imagination into the curriculum” and to introduce the Centre’s emerging vision and collaborative ethos. Participants from a wide range of disciplines and professional contexts joined, showcasing the cross-boundary nature of the centre’s mission.
Professor Nerantzi opened the session by sharing the story of the centre so far and introducing the diverse steering group leading its development, emphasising that although the official launch is planned for 2026/27, a growing community is already shaping its direction.
Vasiliki shared the vision of the centre, which is to develop a globally recognised hub for imaginative, creative and sustainable curriculum research, scholarship and innovation across the education sector, as well as planned activities and opportunities to get involved, which was welcomed by participants.
A highlight of the session was the interactive epizza game, used as a playful, metaphor-rich tool to explore what imagination in the curriculum means to participants. Working in small groups, participants created “centre pizzas” with toppings symbolising values such as curiosity, criticality, courage, risk-taking, collaboration, controversy, joy, and inclusion, which they would like to see as part of the centre.
One contribution described pineapple as a reminder that curricula should embrace the controversial; others explored how limited ingredients can still inspire diverse and creative interpretations. This collective activity beautifully illustrated how imagination becomes a shared, co-designed practice rather than an individual act.
Participants were also invited to reflect on what they personally could bring to the centre and what the centre could mean for them, contributing ideas via the online chat and in-person discussion. These contributions, collected at the end of the session, revealed enthusiasm for collaboration, curiosity, and collective ownership. Many expressed interest in research, creative pedagogies, curriculum experimentation, interdisciplinary dialogue, and cocreation with students and communities.
The session also showcased current and upcoming initiatives, including the Imagine open Pressbook, the ongoing collaboration with #creativeHE, and our forthcoming contribution to the Impact Showcase organised in April by the School of Education.
What became clear throughout the event was the shared appetite for a community-led space where imagination can flourish across disciplines, sectors and roles.
The ICRSC welcomes anyone interested in shaping imaginative curriculum futures across the education sector. To receive updates or get involved, colleagues and students are warmly invited to complete this short form.
Dr Vasiliki Kioupi and Professor Chrissi Nerantzi
On behalf of the ICRSC steering committee
