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How holistically is human creativity defined, investigated, and understood? Until recently, most scientific research on creativity has focused on its positive side. However, creativity might not only be a desirable resource but also be a potential threat. In order to redefine creativity we need to analyze and understand definitions, collocations, and consequences of creativity. In this paper, we reviewed 42 explicit definitions and 120 collocations. The thematic analysis of our data reveals that the vast majority of creativity definitions do not emphasize the positive/negative aspects of the concept. Neither are the negative aspects of creativity emphasized in its numerous collocations. Thus, we propose a comprehensive definition of creativity and a three-dimensional analytical framework for investigating its consequences, positive and/or negative. Finally, we highlight the need to move to a new era of conscientious creativity, in which all humans are considered able and wise enough to create something ethical and constructive for everyone in society. 1 We consider as a starting point of the scientific study of human creativity the presidential address of Joy Paul Guilford (

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This article discusses 1:1 learning initiatives in Europe in the context of a mapping framework of ICT‐enabled innovation for learning. The aim of the framework, visualised as a spider's web, is two‐fold: (i) to provide a further understanding of the nature of ICT‐enabled innovation for learning; and (ii) to depict the impact of existing and emerging innovative initiatives using ICT in the Education and Training context. We present 1:1 learning initiatives in Europe as a case of ICT‐enabled innovation for learning with significant scale, scope, and impact at system level and being implemented in real settings. We identified and analysed 29 1:1 learning initiatives from 19 European countries reaching a total of approximately 620,000 schools and 16,800,000 students. The application of the framework to the case of 1:1 learning in Europe (implemented in multi‐faceted educational settings) showed the current state of development and the emerging trends regarding the nature, the reach, the target groups and the impact of 1:1 innovation in learning. Regarding the nature of innovation, 1:1 learning strategies in Europe can be considered as mostly incremental. There is a need to progressively move the focus away from the devices and infrastructure to the learners and to 1:1 pedagogies. The framework can contribute (i) to policy interventions ‐at micro, meso and macro level‐ aimed at diversity and systemic implementation and (ii) to strategic planning by a multiplicity of actors such as policy makers, researchers and practitioners, increasing the impact of ICT‐enabled innovation in Education and Training.