As digital technologies become an integral part of STEM education, fostering creativity has emerged as a crucial objective for preparing children to navigate and shape the 21st‑century world. This study explores how educational robotics can serve as a catalyst for digital creativity among primary school students. Focusing on children aged 6–9 and 9–12, we combine a literature review on validated instruments for measuring creativity in digital learning environments with qualitative observations from robotics workshops at CreaTIC Nens, a school in Barcelona.

Our approach distinguishes between different types of robotics tasks—structured activities with predefined steps (passive) and open-ended, constructivist tasks (building, coding, free experimentation)—to analyze which modes of engagement are most likely to elicit creative responses and sustained motivation. Preliminary observations suggest that creativity often emerges after an initial guided phase, when students gain technical understanding and transition into exploratory “free play” stages. This raises broader questions: Is creativity an innate ability that diminishes over time, or can it be learned and cultivated through scaffolded experiences?

The study aims to propose a conceptual framework linking task design, constructivist principles, and measurable indicators of digital creativity. Particular attention is given to the challenges of assessment: while validated questionnaires provide reliability, observational tools can capture spontaneous creative behaviors during hands-on activities. By bridging theoretical models with practical insights, this work seeks to guide educators in designing robotics curricula that not only teach programming skills but also inspire imagination, experimentation, and creative confidence in young learners.

Keywords: Digital creativity, educational robotics, STEM, primary education.