TRIZ in the hands of children pt. 2

In her previous article, Iryna Melnychenko shared the story behind the creation of Youth Flow Academy – a space where TRIZ is used to help young people grow into curious, independent thinkers with the courage to ask bold questions and explore new paths. A place that doesn’t teach kids what to think, but how to think – so they can navigate a world full of change and uncertainty.

Today, we continue that remarkable story. We’ll take a behind-the-scenes look at how Youth Flow Academy brings its vision to life in practice.

TRIZ in the hands of children

… the theory in action at Youth Flow Academy

In my previous article, I wrote about why, in a world full of change and uncertainty, simply collecting facts is no longer enough – and how TRIZ helps young people develop the courage to ask questions, the curiosity to explore new paths, and the independence to make decisions. Today, we’ll move from values and ideas to action. I want to show you how these principles come to life in the everyday work of Youth Flow Academy – through real projects, real challenges, and real clients.

We’ll take a behind-the-scenes look at how ideas move from a first spark to fully developed, ready-to-launch solutions. It’s in this space that you can clearly see: systems thinking isn’t just for engineers – it’s a tool for anyone who wants to make a difference, starting in their own community. And this is where the most important transformation happens: confidence begins to grow, teamwork becomes second nature, and kids start to believe that their ideas can create real change.

Building the mindset for entrepreneurship

At Youth Flow Academy, it was never just about “teaching kids how to do business.” The projects we run are a great way to explore entrepreneurship, yes – but that’s only one part of a much bigger picture. Our real goal is to help shape attitudes and mindsets that stay with young people for life – no matter whether they go on to start a company, work for a global corporation, or make an impact in the social sector.

We teach responsibility – for their own decisions, for their team, and for the outcomes of shared work. We teach independence – so they can rely on their own skills, but also know when and how to seek support. And above all, we teach courage – the courage to try, to take initiative, to make decisions even when the outcome isn’t guaranteed.

TRIZ is one of our core tools. It’s a method for overcoming constraints and solving complex problems through a systematic approach. It’s built on four key steps

1. clearly defining the problem,
2. identifying the right TRIZ principle or algorithm and outlining potential solutions,
3. recognizing the system’s limitations and available resources,
4. prioritizing the most promising ideas.

Genrich Altshuller, the creator of TRIZ, proved that innovation doesn’t have to rely on trial and error. It can be reasoned out – approached logically, and taught step by step. While TRIZ was born in the world of engineering, we use it in combination with interdisciplinary challenges that build creative, out-of-the-box thinking. Our students learn to spot bottlenecks in a system, identify contradictions, and define the Ideal Final Result (IFR). Along the way, they develop flexibility, quick attention shifts, logical thinking, and attention to detail.

As they work on projects, students quickly realize that no team functions well when everyone tries to do everything at once. That’s why from day one, we help them pay close attention – to themselves and to each other. They start to discover what they’re really good at, what brings them joy, and what feels difficult. Just as important is learning to recognize the strengths of their teammates. In practice, this means that before launching into a project, each team reflects on their talents and divides responsibilities accordingly. Some students become the idea generators. Others take the lead on planning and organization. Some focus on data analysis, while others handle communication and outreach. This kind of collaboration teaches more than just task management – it fosters deep respect for diversity. Every contribution matters. And the success of the project depends on how well they combine different skills into one cohesive effort. Through this, young people learn that a strong team isn’t about competing over whose idea is “better.” It’s about working together to find the solution that truly works.

One of the key skills we develop at Youth Flow Academy is the ability to recognize resources – not just the obvious ones, but the hidden ones too. We teach young people to look beyond what’s right in front of them. Not only at what they already have, but also at what they can unlock through creativity, collaboration, or by cleverly reusing what already exists. Over time, they begin to understand that a resource isn’t just a budget or a piece of equipment. It can be time, a skill, a personal connection, or even an unusual situation that first seemed like an obstacle. This shift in mindset helps them move away from focusing on limitations – and start seeing opportunity in their surroundings.

In every project, we encourage students to go beyond asking “What can I do?” and start with “What can I create – and how can I make it happen?” That small change in perspective turns them from passive executors into active creators and innovators. They begin to treat ideas as processes – moving from a spark of inspiration, through resource analysis and potential roadblocks, to a detailed implementation plan. To make this possible, we help them build a full set of competencies – from punctuality, independence, and active listening to strategic thinking, argumentation, and team leadership. We nurture resourcefulness, the ability to set priorities quickly, and the skill of finding reliable information on their own. We teach them to assess risk, build a positive mindset, and apply knowledge across disciplines. For them, building projects becomes more than just an intellectual exercise – it becomes a first, intentional step toward shaping their own professional path.

Case study: solving real-world challenges at Boryspil Airport

One of the most inspiring experiences for our students was their collaboration with Ukraine’s largest airport – Boryspil International Airport. This wasn’t a simulation. It was a real-world project. We received a list of actual problems the airport had faced over the past year – straight from the coordinator. We were working for a real client, dealing with real challenges, and expected to deliver practical, actionable solutions. Students in their first and second years of study took part in the project.

For them, it was a rare and powerful opportunity to feel what it’s like to work on a project in the “adult” world – with deadlines, expectations, limitations, and accountability. Each student signed a formal agreement outlining their responsibilities, and the project scope and ideas were clearly defined from the start.

We began – as TRIZ always begins – with system analysis. Together with the students, we broke the airport down into its key components: from check-in areas and security checkpoints to dining zones and staff-only areas:

We created a matrix of interactions between the different components of the airport, and then moved on to identifying the system’s bottlenecks. To gain more detailed insights, it was essential to involve airport staff and relevant specialists – only with their input could we build a solid foundation for solution development. Once that groundwork was in place, the search for solutions began. Students worked in teams, using TRIZ algorithms to propose improvements – not just ideas that addressed specific problems, but ones that were actually feasible within the context of a large, 24/7 international airport.

Their concepts weren’t theoretical – they were concrete, ready-to-use proposals. One focused on the family zone: how can an airport meaningfully engage children of different ages? The students designed a space where kids wouldn’t just “kill time,” but enjoy it in smart and enriching ways – with board games, tabletop foosball, and short workshops led by activity coordinators. They also proposed a small cinema, offering short cartoon screenings and virtual tours around Ukraine – a way to entertain families and give international visitors a glimpse of the country they’ve just landed in.

The second idea came from a different observation: airports aren’t just for passengers – they’re workplaces, too. One student proposal focused on creating a relaxation zone for airport employees – a space where staff could rest, recharge, and feel genuinely cared for. They envisioned it as part of the airport hotel, with access to a gym or even a wellness lounge, located right within the airport complex. This daily opportunity for self-care, they argued, would boost employee well-being and, in turn, elevate the entire organizational culture. After all, a happy and well-rested team is a major driver of a company’s success. Another standout idea was to create a capsule hotel inside the airport – transforming underused space into compact, functional rooms with a bed, toilet, and shower. Inspired by Japanese micro-hospitality, these rooms would prioritize comfort and practicality in a small footprint. The interior design could follow a space theme – soft, rounded furniture, starry-night visuals, and an atmosphere of calm and lightness.

To make the most of the available space, the students suggested a windowless version of the capsule hotel. Instead of actual windows, they proposed installing round “airplane-style portholes” displaying views from a plane window – creating the illusion of travel. The goal was to evoke a sense of lightness, calm, and spaciousness, while maintaining a high standard of quality and reliability. One of their key priorities was making sure the project addressed the real needs of airport staff – including flight attendants, who often struggle with fatigue and lack of proper rest between flights, which can affect their energy and motivation off duty.

The third area the students tackled was food service. They designed a creative food court concept aimed at fast, stress-free ordering – without the usual chaos and noise. Their first idea featured interactive menus built directly into the tabletops, allowing passengers to browse meals like on a tablet, place an order instantly, and only interact with staff when it was time to receive their food. The menu would be clear and simple – with photos, portion sizes, and prices all easy to understand. Their second option was a self-service bar offering a healthy “light” version of traditional Ukrainian cuisine – meals designed to be nutritious and easy to digest, so passengers wouldn’t feel heavy or uncomfortable while sitting on long flights. The concept was clear: skip the next “fast food zone” and instead offer smart food with smooth service.

Finally, the team proposed solutions to reduce wait times in passenger service. They suggested a three-part approach:

1. Increase the number of check-in counters – to speed up the process while optimizing how the counters are arranged to use less space.
2. Install self-service kiosks for boarding passes – especially for passengers with carry-on only. (At the time of the project, in 2016, Kyiv’s airport hadn’t yet introduced this feature – but it was later implemented.)
3. Continuously analyze service times at each stage of the process – track where delays occur and adjust procedures where time is truly being lost.

Lessons learned beyond the classroom

The project carried out for Boryspil Airport became a truly unique learning experience for our students – the kind of lesson you simply can’t teach from behind a school desk. Working on a real assignment was an excellent training ground for system analysis. The students saw firsthand how a complex structure is made up of many interconnected elements – and how a change in one area can trigger a domino effect elsewhere. They realized that this kind of systems thinking isn’t limited to airports. It can be applied in school, in their local communities, or even when planning their own personal projects.

They also discovered that in the creative process, mistakes are not setbacks – they’re part of progress. In an environment where errors are treated as feedback rather than failure, students became more confident experimenting, suggesting bold solutions, and testing unconventional ideas. Whether an attempt worked or not, they learned from it and adjusted their course – developing flexibility and the ability to see problems from different angles.

Nothing builds confidence quite like knowing your idea was taken seriously. Meeting with airport representatives – and hearing that some of their proposals were seen as implementation-worthy – gave students a sense of real-world impact. That experience gave them the courage to speak up, defend their ideas, and trust in their abilities – regardless of their age. They also came to understand that success isn’t just about having a great idea. It’s about shaping that idea together. While preparing for their final presentations, they had to face differing opinions, justify their decisions, and sometimes step back when someone else had a stronger argument. They learned that constructive discussion – grounded in facts and mutual respect – is the foundation of true collaboration.

In this process, TRIZ became much more than just a tool for creative thinking. It was a practical compass. A framework that taught them how to ask the right questions, find the root of a problem, anticipate the consequences of their actions, and take responsibility for shaping the world around them. I believe that when children and teens grow up seeing the world through a systems lens, they’ll not only be ready for change – they’ll know how to use it creatively. Instead of passively reacting to the future, they’ll help build it: creating innovative solutions, spotting opportunities where others see roadblocks, and blending creativity with the power of teamwork.

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In the next article, I’ll take you one step further – into the world of young adults who, thanks to TRIZ at Youth Flow Academy, are taking their first steps into business. I’ll share how we support them in building their own startups – from refining their ideas, to forming teams and strategies, all the way to the moment their projects start to take on a life of their own. You’ll see how the tools they first learned in earlier classes become the foundation of their entrepreneurial journey – and how, step by step, they transform into real ventures with market potential.

About the author

Iryna Melnychenko

MBA, MATRIZ Certification (Level 3), ACCA Dip IFR, Vice President of MATRIZ, responsible for TRIZ Deployment in Europe. Iryna is a financial executive supporting numerous business transformation projects and the founder of the business school for kids and teenagers, Youth Flow Academy. A proven troubleshooter with a strong interest in applying TRIZ principles to business challenges.