TRIZ EDUCATION: VICTORIES, DEFEATS, AND CHALLENGES BELSKI Iouri, Professor of Engineering Problem Solving, Royal Melbourne Institute of Technology, Australia, e-mail: iouri.belski@rmit.edu.au The growing pace of change in the 21st Century has significantly reduced the lifetimes of many products and increased the pressure on companies to offer novel and improved products to customers on a perpetual basis. <...> Competitors of Apple have offered customers new mobile phones with similar regularity. <...> The need for companies to innovate continuously has intensified the demand for skilful engineers and scientists. <...> This demand has strengthened the expectation that university graduates must be capable of solving complex problems quickly and creatively. <...> To make graduates more creative, academics turned their attention to ideation methods that can help students in enhancing their problem solving skills. <...> As a result, many engineering and science programs became interested in Russian TRIZ (Theory of Inventive Problem Solving). <...> U nfortunately, neither published nor anecdotal evidence provides many examples of the successes of TRIZ education at university. <...> Some universities that introduced TRIZ at engineering and science schools refrained from teaching it after just a few years. <...> This paper examines the defeats and victories of TRIZ education and explores the challenges that are faced by academics who teach TRIZ. <...> The following are the most significant obstacles that limit the 83 ТЕОРИЯ И ПРАКТИКА ПРОЕКТИРОВАНИЯ success of TRIZ education at university. <...> These challenges are intertwined and even influence each other. • Discipline-specific subjects are considered by engineering and science educators as more important for the future of graduates than subjects related to specific problem solving methodologies; • Only a small handful of university educators possess sufficient TRIZ expertise to teach it; • There is an overall shortage of TRIZ textbooks that are suitable for university students; • There is a lack of reporting on successful university TRIZ teaching which is based on improvements in actual student problem solving performance; • Some TRIZ tools (including software) appear “easy to learn and teach”, but may require significant prior knowledge and extensive practice to comprehend. <...> Discipline-specific subjects are already over-represented in Engineering and Science curricula. <...> Academics are often <...>