Open Access

Iouri Belski, Denis Cavallucci, Claudia Hentschel, Kai Hiltmann, Norbert Huber, Karl Koltze, Pavel Livotov, Konstantin Shukhmin, Christian Thurnes

• Accelerated transformation of the society and industry through digi-talization, artificial intelligence and other emerging technologies has intensified the need for university graduates that are capable of rapidly finding breakthrough solutions to complex problems, and can successfully implement innovation con-cepts. However, there are only few universities making significant efforts toAccelerated transformation of the society and industry through digi-talization, artificial intelligence and other emerging technologies has intensified the need for university graduates that are capable of rapidly finding breakthrough solutions to complex problems, and can successfully implement innovation con-cepts. However, there are only few universities making significant efforts to com-prehensively incorporate creative and systematic tools of TRIZ (theory of in-ventive problem solving) and KBI (knowledge-based innovation) into their de-gree structure. Engineering curricula offer little room for enhancing creativity and inventiveness by means of discipline‐specific subjects. Moreover, many ed-ucators mistakenly believe that students are either inherently creative, or will in-evitably obtain adequate problem-solving skills as a result of their university study. This paper discusses challenges of intelligent integration of TRIZ and KBI into university curricula. It advocates the need for development of standard guidelines and best-practice recommendations in order to facilitate sustainable education of ambitious, talented, and inventive specialists. Reflections of educa-tors that teach TRIZ and KBI to students from mechanical, electrical, process engineering, and business administration are presented.…