This is secondary to the broader question of how curricula should be structured. The first thing to answer is 'why’ — what genuinely makes sense for the student’s journey and their future in the workforce — rather than artificially injecting creativity as the new 'it’, the way sustainability is sometimes forced into syllabi. The second question is what is feasible and fair, given that students differ in level, needs and interests and that work must be explained and graded justly; this is especially tricky for creativity, since a hard medical or legal case demands creativity differently than the arts. Only once answers align with European qualifications frameworks and quality standards should the fun, interactive and innovative elements be added. Creativity and imagination should be part of the method, not necessarily the goal in every aspect of higher education.