Indeed, (almost) anything can be learnt in different ways. This may involve changing the tasks proposed to students, but not necessarily a change in the subjects or domains learnt. Reviewing countries' curricula to see whether creativity and critical thinking were an objective, and how they were translated into practice, led to the realisation that most curriculum documents embrace creativity and critical thinking as learning outcomes and competences students should acquire, this typically remains in the "aspirational" or introductory part of the curriculum. Typically, the more practical description of the curriculum exclusively focuses on a closed problem with one correct solution, technical skills, and leaves little, if any, room to a phrasing that would allow teachers to consider that giving students opportunities to develop their creativity or critical thinking in the process would be possible.