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Creativity of Pre-Service Teachers in the Context of Education for Sustainable Development: Evidence from a Study Among Teacher Education Students in Poland

Author

Listed:
  • Anna Mróz

    (Faculty of Social Sciences, University of the National Education Commission, 30-084 Kraków, Poland)

  • Joanna M. Łukasik

    (Faculty of Agriculture and Economics, University of Agriculture in Krakow, 30-059 Kraków, Poland)

  • Katarzyna Jagielska

    (Faculty of Social Sciences, University of the National Education Commission, 30-084 Kraków, Poland)

  • Norbert G. Pikuła

    (Faculty of Social Sciences, University of the National Education Commission, 30-084 Kraków, Poland)

Abstract

Creativity is widely recognized as one of the most important, key competencies supporting the achievement of sustainable development goals. Our paper presents the results of research on the declared level of creativity competence of students at universities located in Kraków (Southern Poland) preparing for the teaching profession. The survey, based on an original questionnaire (49 questions, 7 sections), covered 406 people. The scale was based on an analysis of self-perception of creativity competence among pre-service teachers. Analysis of the results showed that 12.8% of respondents had a high level of creativity, 56.4% had an average level, and 30.8% had a low level. No significant correlations were found between the level of creative competence and gender or age, while place of origin showed a slight tendency to differentiate. Students most often declared reflectiveness, openness to learning, and independence in problem solving, while less often confidence in predicting the effects of their own actions and resistance to routine. The results indicate the significant, albeit partially untapped, creative potential of future teachers. They also emphasize the need to introduce activities in teacher education that strengthen self-confidence, flexibility, and perseverance—qualities necessary to support innovation in education that promotes sustainable development.

Suggested Citation

  • Anna Mróz & Joanna M. Łukasik & Katarzyna Jagielska & Norbert G. Pikuła, 2025. "Creativity of Pre-Service Teachers in the Context of Education for Sustainable Development: Evidence from a Study Among Teacher Education Students in Poland," Sustainability, MDPI, vol. 17(20), pages 1-18, October.
    • Handle: RePEc:gam:jsusta:v:17:y:2025:i:20:p:9116-:d:1771292
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    References listed on IDEAS

    as
    1. Vasiliki Kioupi & Nikolaos Voulvoulis, 2019. "Education for Sustainable Development: A Systemic Framework for Connecting the SDGs to Educational Outcomes," Sustainability, MDPI, vol. 11(21), pages 1-18, November.
    2. Anna Mróz & Iwona Ocetkiewicz, 2021. "Creativity for Sustainability: How Do Polish Teachers Develop Students’ Creativity Competence? Analysis of Research Results," Sustainability, MDPI, vol. 13(2), pages 1-20, January.
    3. Aiste Dirzyte & Vytis Valatka, 2023. "Creative and Happy Individuals Concerned about Climate Change: Evidence Based on the 10th Round of the European Social Survey in 22 Countries," Sustainability, MDPI, vol. 15(22), pages 1-18, November.
    4. Mina Nikolaeva Angelova & Daniela Dobreva Pastarmadzhieva & Milosh Raykov & Mustafa Yunus Eryaman & Martina Riedler, 2025. "A Comparative Analysis of Academic Entrepreneurship Research: The Cases of Bulgaria, Malta, and Turkey," Sustainability, MDPI, vol. 17(13), pages 1-34, June.
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