Creative Competence of Young People in the Perspective of Sustainable Development

Abstract

This article deals with creative competence as an integral component of competences for sustainable development. Previous research in this area became the subject of interest of Polish researchers who carried out a research project in southern Poland. The aim of the research was to explore and describe the level of creative competence among Polish adolescents. The survey method was used to achieve the assumed goals and answer the emerging research questions. The tool was a questionnaire developed for the purposes of the survey with 60 sentences determining the level of six key competences for sustainable development, including creative competence. The study involved 877 grade 7 and 8 primary school pupils and grade 1 to 4 secondary school pupils, i.e. those meeting the criterion of adolescence, in accordance with the adopted convenient selection of the research sample. The lowest creativity rates were achieved by females studying in schools in small towns, while the highest by males studying in schools in small towns. Pupils from rural areas showed a higher level of creativity than those from urban areas, just as males scored higher than females. It was recognised that the teaching process should abandon gender-based perception of pupils in traditional socio-cultural roles. In addition, the use of teaching strategies conducive to the development of creativity in pupils should be reinforced. For this purpose, the teacher training system should be modified so that it includes the development of creative potential.

Full text

ANNALES
UNIVERSITATIS MARIAE CURIE-SKŁODOWSKA
LUBLIN – POLONIA
VOL. XXXIV, 2 SECTIO J 2021
10.17951/j.2021.34.2.65-81
Pedagogical University of Krakow. Faculty of Education and Psychology
JOANNA M. ŁUKASIK, KATARZYNA JAGIELSKA,
ANNA MRÓZ, PAULINA KOPERNA
ORCID: 0000-0001-5530-5109; joanna.lukasik@up.krakow.pl
ORCID: 0000-0002-9953-5608; katarzyna.jagielska@up.krakow.pl
ORCID: 0000-0002-9109-1395; anna.mroz@up.krakow.pl
ORCID: 0000-0002-9565-6082; paulina.koperna@up.krakow.pl
Creative Competence of Young People in the Perspective
of Sustainable Development
Kompetencja kreatywna młodzieży w perspektywie zrównoważonego rozwoju
How to quote tHis paper: Łukasik, J.M., Jagielska, K., Mróz, A., Koperna, P. (2021). Creative Compe-
tence of Young People in the Perspective of Sustainable Development. Annales Universitatis Mariae
Curie-Skłodowska. Sectio J, Paedagogia-Psychologia, 34(2), 65–81. DOI: 10.17951/j.2021.34.2.65–81.
ABSTRACT
This article deals with creative competence as an integral component of competences for sustain-
able development. Previous research in this area became the subject of interest of Polish researchers
who carried out a research project in southern Poland. The aim of the research was to explore and
describe the level of creative competence among Polish adolescents. The survey method was used
to achieve the assumed goals and answer the emerging research questions. The tool was a question-
naire developed for the purposes of the survey with 60 sentences determining the level of six key
competences for sustainable development, including creative competence. The study involved 877
grade 7 and 8 primary school pupils and grade 1 to 4 secondary school pupils, i.e. those meeting the
criterion of adolescence, in accordance with the adopted convenient selection of the research sample.
The lowest creativity rates were achieved by females studying in schools in small towns, while the
highest by males studying in schools in small towns. Pupils from rural areas showed a higher level
of creativity than those from urban areas, just as males scored higher than females. It was recognised
that the teaching process should abandon gender-based perception of pupils in traditional socio-cul-
tural roles. In addition, the use of teaching strategies conducive to the development of creativity in
pupils should be reinforced. For this purpose, the teacher training system should be modied so that
it includes the development of creative potential.
Keywords: creative competence; sustainable development; pupil; teacher

66 JOANNA M. ŁUKASIK, KATARZYNA JAGIELSKA, ANNA MRÓZ, PAULINA KOPERNA
THEORETICAL ASSUMPTIONS
Out of concern for the future shape of the world, a global concept of sustainable
development was born, disseminated and supported by education for sustainable
development, also labelled as education for the future. The effect of a well-designed
education process in accordance with the paradigm of sustainable development is to
shape key competences among pupils, thus enabling them to harmoniously develop,
to actively function in the present, and to make responsible decisions and to support
sustainable development of societies in the future. The authors of the concept of
education for sustainable development recognise the need to design and implement
such education that makes it possible to live with dignity in adult life and that helps
to build a better world. In this concept, education is seen as a way to understand the
world by knowing oneself. Competences of critical thinking, creativity, cooperation,
ability to name emotions, awareness of own views, potential and limitations are of
help here. These soft skills, which are not featured in exam sheets, prepare for life
in a world of permanent change, in which a common goal of all people should be
to strive for sustainable development in social, economic and environmental areas
(Frisk, Larson, 2011; Nasibulina, 2015; Wiek, Withycombe, Redman, 2016; An-
nan-Diab, Molinari, 2017; Leicht, Byun, 2018; Sinakou, Boeve-de Pauw, Goossens,
Van Petegem, 2018; Tilbury, Stevenson, Fien, Schreuder, 2018).
The concept of key competences for sustainable development includes a set of
competences, the possession of which enables active, balanced activity in personal
and professional life, as well as acting for the benet of the community on a local
and global scale (De Haan, 2010; Rieckmann, 2011; Wiek et al., 2018). In the doc-
ument “Transforming our world: The 2030 Agenda for Sustainable Development”,
the vision of the world of the future was described as follows:
We envisage a world free of poverty, hunger, disease and want, where all life can thrive. We
envisage a world free of fear and violence. A world with universal literacy (…) with equitable
and universal access to quality education at all levels, to health care and social protection, where
physical, mental and social well-being are assured. A world where we reafrm our commitments
regarding the human right to safe drinking water and sanitation and where there is improved
hygiene; and where food is sufcient, safe, affordable and nutritious. A world where human
habitats are safe, resilient and sustainable and where there is universal access to affordable,
reliable and sustainable energy. (UN General Assembly, 2015)
Acquisition and maturation of key competences for sustainable development,
especially among young people, future decision-makers and leaders in social life,
economy or politics, is to contribute to building a better future for present and
future generations.
Key competences are these that are absolutely necessary to implement social
goals dened in normative action plans (e.g. achieving sustainable development)

67
CREATIVE COMPETENCE OF YOUNG PEOPLE IN THE PERSPECTIVE…
and which are important for each individual. Possessing key competences is to
ensure a satisfying, good life and a well-functioning community. Key competences
condition meeting the challenges of the global society, effective self-fullment and
effective functioning on the labour market (Deakin, 2008; Sleurs, 2008; Barth,
2009; Gedvilienė, Bortkevičienė, 2013). Experts recognise creativity as one of key
competences for sustainable development. Today, creativity and innovation are
extremely important competences that condition effective activity in both personal
and professional dimensions. It is widely believed that creativity and innovation
will help solve complex problems in the future, which we now know nothing or
very little about. They are key competences for sustainable development, because
thanks to their unconventional approach, they make it possible to come up with
non-standard solutions and overcome difculties that seem to be insoluble (Mróz,
2019). Creative people are sensitive to the world; their thinking is uid and in-
dependent. In addition, they possess the ability to think creatively, to transform,
analyse and synthetise ideas. They are characterised by independent thinking, the
perception of ambiguity, exibility, optimism and self-condence. Creative peo-
ple are not afraid of risk, they are open to new experiences, and also show a high
level of discipline and perseverance. It is emphasised that nowadays creativity is
a determinant in successful acquisition of goals in the external world, which is,
in turn, conducive to self-improvement and improvements in one’s own identity.
METHODOLOGICAL ASSUMPTIONS OF THE RESEARCH
Our research was carried out in a quantitative paradigm, i.e. it was a survey.
Surveys can be used for exploratory, descriptive and explanatory purposes. They
are most often used in research projects in which individuals are subjected to anal-
ysis. In addition, surveys are the best available method for researchers who want
to collect original data in order to describe a population which is too large to be
directly observed (Babbie, 2013). The special value of surveys is related to their
potential of obtaining a large number of responses in a relatively short time, which
– due to the anonymous nature of this method – makes it possible for respondents
to provide honest and objective answers.
In our study, we tried to determine the level of 6 key competences for sustain-
able development determined on the basis of an analysis of the literature on the
subject (De Haan, 2010; Rieckmann, 2011; Sandri, 2013; Wiek et al., 2016; Evans
2019; Cebrián, Junyent, Mulà, 2020). This article is a presentation of the results in
relation to one of these competences, namely creativity.
The aim of social research is an intended effect to which researcher’s activity is
meant to lead. Babbie (2013) points out that social research can serve many purposes.
The three most common and useful are exploration, description and explanation. The
aim of our work was to explore and describe the level of creativity competence among

68 JOANNA M. ŁUKASIK, KATARZYNA JAGIELSKA, ANNA MRÓZ, PAULINA KOPERNA
Polish adolescents. The subject of the research was the level of creative competence
as a key competence for sustainable development among Polish adolescents. The
research problem in the literature on the subject is treated as an intellectual problem
requiring a solution in the form of scientic research (Frankfort-Nachmias, Nach-
mias, 2001; Babbie, 2013). This is only possible, if researchers are in possession of
knowledge of the subject from careful analysis of the relevant literature. Considering
the above premises in our research, the main research problem assumed a form of
the following question: What is the level of creativity competence declared by pupils
aged 13–20 as a key competence for sustainable development?
In order to obtain the most comprehensive answer to this question, we iden-
tied specic problems:
1. What is the level of creative competence declared by girls and boys?
2. What is the declared level of creative competence among pupils from
schools located in rural areas, small towns, and large cities?
When designing the study, we determined dependent and independent varia-
bles. In scientic research, a variable is a trait, a property that has at least two values
within the examined group. Depending on the place of variables in the analysed
relationships between them, independent and dependent variables are distinguished.
A dependent variable is one whose value and frequency of occurrence in different
circumstances may change. An independent variable is a variable explaining dif-
ferences in the values of a dependent variable.
Table 1. Independent and dependent variables
Independent variable Dependent variable
Gender Declared level of creativity competence as
a key to sustainable development, assessed
on the basis of respondents’ answers to the
questionnaire in the survey
Location
Source: Authors’ own elaboration.
Because the research project was of an exploratory nature, we decided not to
formulate research hypotheses before embarking on the research. To implement
our research project, we chose a method, designated a technique and developed
an original research tool.
Our research was designed in a nomothetic paradigm, in quantitative strategy.
We chose a survey method to obtain answers to research questions. The tool was
a survey questionnaire developed for the purpose of the study, in which those par-
ticipating in the survey were to respond to each of the 60 statements determining
the level of six key competences for sustainable development. In this article, we
present research results on the level of one of these competences declared by re-
spondents, i.e. creative competence. Based on the responses, respondents’ level of

69
CREATIVE COMPETENCE OF YOUNG PEOPLE IN THE PERSPECTIVE…
creative competence was determined. The statements featured in the questionnaire
are based on selected features attributed to creative people as stipulated by out-
standing researchers in the eld (Runco, Jaeger, 2012; Robinson, Aronica, 2016).
Table 2. A fragment of the questionnaire used in the survey, i.e. the part on creative competence
Statement Characterises me,
is suitable for me
Does not characterise
me, is unsuitable for me
I often invent new solutions and implement
them
I approach new challenges with enthusiasm
I have various interests
I am characterised by a creative attitude
I like working on complex problems whose
solution requires creativity
I am never bored
In problem situations, I search for novel,
original solutions
I eagerly engage in innovative activities
I create innovative solutions
I know my strengths and know how to make use
of them
Pupils followed the instructions by inserting an “X” in the column indicating their declaration
Source: Authors’ own elaboration.
In our study, we decided to use convenient selection (Christensen, Johnson,
2011), which is a non-random method of sample selection, consisting in the choice
participants due to their convenient availability and proximity and their consent to
participate in the study. A sample obtained by this method is labelled as convenient
or discretionary. The advantage of convenient selection is that it makes it possible to
detect relationships between phenomena. Pupils between 12/13–18/20 years of age
took part in the study, i.e. adolescents as dened by Eric Erikson. We decided that
due to the numerous developmental processes characteristic of this period and the
specicity of the building of social identity, recognition of this competence may be
of particular importance in the activation and development of creative competence.
Therefore, we invited 877 grade 7 and 8 primary school pupils and grade 1 to 4
secondary school pupils, i.e. those meeting the criterion of adolescence. Underage
pupils took part in the study after obtaining the consent of their parents, as well as
consent of their teachers who agreed to allocate some lesson time for the purpose
of the questionnaire. The surveyed pupils attend schools in locations of all sizes.
Rural learners have a slight advantage in the sample, i.e. they constitute 36%.

70 JOANNA M. ŁUKASIK, KATARZYNA JAGIELSKA, ANNA MRÓZ, PAULINA KOPERNA
Pupils in small towns constitute 34%, and in large cities – 30%. The majority of
respondents were women, whose share was 53%.
Table 3. Gender
Gender N%
Female 465 53.02%
Male 412 46.98%
Total 877 100.00%
Source: Authors’ own elaboration.
Table 4. Size of location
Size of location N%
Village 317 36.15%
Small town 298 33.98%
Large city 262 29.87%
Total 877 100.00%
Source: Authors’ own elaboration.
The research was conducted in the school year of 2018/2019 primary (grades 7
and 8) and secondary schools in Lesser Poland. In total, 52 classes from 36 schools
in Lesser Poland (southern Poland) participated in the study.
The actual research was preceded by pilot studies. Pupils had received a ques-
tionnaire in which they had been asked to indicate to what extent they agreed with
statements by means of a ve-point Likert scale (from “I do not agree at all” to
“I completely agree”). In the process of analysing the results of pilot studies, a dom-
inant trend of extreme indications (choice on a scale of 1 or 5) became evident. In
addition, they found the questionnaire difcult to complete because they responded
to each of the 60 statements on a ve-point scale. In view of these premises, we
abandoned the ve-point scale, deciding that it would be important for our diagnosis
which of the statements students recognise as appropriate/suitable/characterising
for them. Also, we tried to develop the tool in such a way that each competence
consisted of knowledge, skills and attitudes.
RESEARCH RESULTS
Creativity is a basic competence that conditions life in the changing global
world. It can be developed in the process of education that prepares pupils to live
in what is unpredictable, new, changeable, as well as to live in balance with the
social and natural world, as well as with their own psycho-physical well-being.

71
CREATIVE COMPETENCE OF YOUNG PEOPLE IN THE PERSPECTIVE…
Creativity, innovation combined with reectiveness and critical thinking are there-
fore indicators of sustainable functioning in the world. As a result of the research,
the level of creative competence in pupils was determined (gure 1).
Figure 1. Creativity – level of competence
Source: Authors’ own elaboration.
Pupils who took part in the study most often obtained a testimonial showing
that their creativity level was high (38% of responses). A low level was achieved
by slightly fewer than a third of respondents (gure 1). In addition to the level of
creative competence, a value of the indicator was determined (gure 2).
Figure 2. The value of the indicator for the competence of creativity
Source: Authors’ own elaboration.
Nearly a quarter (24.9%) of the respondents marked that all 10 statements
describing creativity were characteristic of them, described them and that they
fully identied with them (gure 2). In turn, fewer than 5% of the respondents did
not mark any statements in this area as appropriate. Approximately one-tenth of
3,08%
9,02% 9,40% 10,40%
8,40%
6,20%
8,10% 7,80% 7,30%
5,40%
24,90%
0,00%
5,00%
10,00%
15,00%
20,00%
25,00%
30,00%
012345678910
38%
30%
32%
high
medium
low

72 JOANNA M. ŁUKASIK, KATARZYNA JAGIELSKA, ANNA MRÓZ, PAULINA KOPERNA
the respondents marked one, two or three statements as corresponding, therefore,
below is presented the frequency of indications for individual statements (gure 3).
Figure 3. Frequency of individual statements for creativity
Source: Authors’ own elaboration.
In the area of competences related to creativity and innovation, pupils par
-
ticipating in the study most often chose the indicator of having different interests
(gure 3). A total of 83.1% of respondents marked it as appropriate for them. Sec-
ond came the statement “I know my strengths and know how to use them”. This
means that pupils are condent and have high self-esteem, they also declare great
self-awareness and knowledge on how to use their talents.
Pupils consider themselves innovative, as over half of the respondents indicated
that they use new solutions that they create on a daily basis. Also, slightly more
than half declare that they never get bored. In addition, nearly 60% indicated being
enthusiastic about new tasks. This is a very optimistic result, taking into account the
fact that the present and future will require employees, activists, people performing
various social roles, continuous learning, improving their competences, searching
for new solutions and solving new tasks.
The fewest indications were given to the statements: “I am willing to engage in
innovative activities” and “I am characterised by creative attitude”. Pupils consider
themselves to be innovators, but very few of them engage in creative activities
inspired by someone else. It is surprising that the respondents do not see connec-
tion between innovative activities, searching for original solutions and creative
attitudes. Only approximately 49% of respondents believe that creative attitude is
characteristic of them.
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
I know my strengths and know how to use them
I create innovative solutions
I eagerly engage in innovative activities
In problem situations, I search for novel, original solutions
I am never bored
I like working on complex problems whose solution requires creativity
I am characterised by a creative attitude
I have various intersts
I approach new challenges with enhusiasm
I often invent new solutions and implement them

73
CREATIVE COMPETENCE OF YOUNG PEOPLE IN THE PERSPECTIVE…
Below, we present the results of the research, taking into account individual
variables which are gender and the type of location (this place often coincides with
pupils’ places of residence). It is interesting and disturbing that females participat-
ing in the study much less frequently than males indicated particular statements as
appropriate for them (table 5 and table 7). The relationship of the variable “gender”
for each of the statements is statistically signicant (table 6).
Table 5. Number of indications within the area of creative competence by gender
Number of indications Female Male Total
05.16% 0.73% 3.08%
112.47% 5.10% 9.01%
212.69% 5.83% 9.46%
312.47% 8.25% 10.49%
410.97% 5.58% 8.44%
56.45% 5.83% 6.16%
69.03% 7.04% 8.10%
76.88% 8.74% 7.75%
86.88% 7.77% 7.30%
95.16% 5.58% 5.36%
10 11.83% 39.56% 24.86%
Source: Authors’ own elaboration.
Table 6. Chi-squared tests
Value Df Asymptomatic signicance (mutual)
Pearson’s Chi-squared 119.318a10 0,000
Likelihood ratio 125.102 10 0,000
Linear relationship test 105.547 1 0,000
N of valid observations 877.000 ––
a 0.0% of cells (0) has expected numbers below 5. Minimal expected numbers are equal 12.68
Source: Authors’ own elaboration.
Table 7. Level of creative competence in relation to gender
Level of creative competence Female Male Total
Low 42.80% 19.9% 32.04%
Average 33.33% 27.18% 32.04%
High 23.87% 52.91% 37.51%
Source: Authors’ own elaboration.

74 JOANNA M. ŁUKASIK, KATARZYNA JAGIELSKA, ANNA MRÓZ, PAULINA KOPERNA
Among female pupils, the most frequent result was low level of competence in
the studied area, as indicated by 42.8% of females. The percentage of male pupils
with this result is also relatively high, but signicantly lower than for female pupils,
i.e. 19.9%. Still, over half of males can boast of a high level of competence here.
Among females, this result was achieved by only nearly 24% of respondents. The
average value of the indicator for females is only 4.74. For males, it reached 7.04.
The differences between the results are statistically signicant.
Figure 4. Average values of the creativity index by gender
Source: Authors’ own elaboration.
Only slightly more than a third of respondents are convinced that they possess
a creative attitude (table 8).
Table 8. Detailed statements on creativity by gender
Statement Female Male Total
% % %
I often invent new solutions and implement them 47.74 72.57 59.41
I approach new challenges with enthusiasm 45.16 71.12 57.35
I have various interests 76.13 91.02 83.12
I am characterised by a creative attitude 38.06 61.65 49.14
I like working on complex problems whose solution requires creativity 37.20 65.05 50.29
I am never bored 43.23 65.53 53.71
In problem situations, I search for novel, original solutions 46.02 69.90 57.24
I eagerly engage in innovative activities 38.06 61.65 49.14
I create innovative solutions 38.06 57.80 51.08
I approach new challenges with enthusiasm 63.87 80.10 71.49
Total 100.00
100.00 100.00
Source: Authors’ own elaboration.
4,74
7,04
5,82
woman man total

75
CREATIVE COMPETENCE OF YOUNG PEOPLE IN THE PERSPECTIVE…
On the other hand, over 60% of boys who took part in the study noticed and
declared their creative attitude. Almost all male pupils declared having different
interests, while this statement was indicated by three-quarters of girls. Female pupils
also much less frequently than male pupils chose the statements: “I am willing to
engage in innovative activities” and “I create original solutions”. This means that
their self-esteem in terms of creativity and innovation is denitely lower than the
self-esteem of their male schoolmates.
We also found the type/size of the location where the school is situated as
important from the perspective of the research. The conducted research shows that
the type of location, similarly to gender, signicantly differentiates the results of
the level of creative competence as a key component of sustainable development
(table 9).
Table 9. The level of creative competence and school location
Level of creative competence Village Small town Large city Total
Low 25.87% 36.24% 34.73% 32.04%
Average 25.55% 36.58% 29.39% 30.44%
High 48.58% 27.18% 35.88% 37.51%
Source: Authors’ own elaboration.
The highest level was obtained by pupils attending village schools. More
often than others they marked individual creativity indicators as appropriate and
characterising them. Only in the case of the statement “I have different interests”
their result is similar to pupils attending schools in big cities. This trend is also
observed when analysing the level of other key competences for sustainable de-
velopment among Polish pupils. The relationship between the size of location and
most statements is statistically signicant. The test is not relevant only in relation
to the last statement: “I know my strengths and know how to use them”.
Figure 5. Average values for creativity index by locality
Source: Authors’ own elaboration.
6,55
5,19
5,66 5,82
village small town large city total

76 JOANNA M. ŁUKASIK, KATARZYNA JAGIELSKA, ANNA MRÓZ, PAULINA KOPERNA
The average values of the indicator in rural and urban schools are 6.55 for vil-
lage schools, 5.19 for small towns and 5.66 for large cities (gure 5). The differences
between the average for villages, for small towns and big cities are statistically
signicant. The difference between urban averages is not signicant.
Table 10. Creativity and innovation – indicator value by city
Level of creative
competence
Village Small town Large city Total
%%%%
0 2.21 3.36 3.82 3.08
1 6.94 11.41 8.78 9.01
2 8.52 10.74 9.16 9.46
3 8.20 10.74 12.98 10.49
4 4.73 11.41 9.54 8.44
5 5.99 6.71 5.73 6.16
6 8.20 8.05 8.02 8.10
7 6.62 10.40 6.11 7.75
8 8.83 7.38 5.34 7.30
9 6.62 3.69 5.73 5.36
10 33.12 16.11 24.81 24.86
Total 100.00 100.00 100.00 100.00
Source: Authors’ own elaboration.
The value of the indicator of individual statements (table 10) determining the
level of creative competences for pupils from schools located in small towns and
big cities conrms that the overall image of themselves as creative people, i.e.
creative in all assessed aspects of creativity, is higher for pupils attending rural
schools, and partial, somewhat dispersed among urban pupils.
DISCUSSION & CONCLUSION
The analysis of the data shows that the group which achieved the lowest indi-
cators of creative competence are girls from small-town schools. In turn, the group
whose answers indicate the highest level of creativity are boys from small-town
schools. To explain the emerging trends, one should refer to the variables: gender
and school location. The analyses presented in the previous section show that over
60% of boys dene themselves as creative. They have diverse and numerous inter-
ests. Unfortunately, these terms are negligible in girls in the context of perceiving
themselves as creative. This is surprising, all the more so because especially during
adolescence creativity is strongly marked personality potential in most people,

77
CREATIVE COMPETENCE OF YOUNG PEOPLE IN THE PERSPECTIVE…
which constitutes a basis for signicant achievements. The potential for creativity
also co-exists with personality traits, such as sensitivity to problems, motivation to
act, hence it is justied to link creativity with both creative attitudes and creative
abilities. The low self-esteem of girls in this area is, therefore, of concern. Most
likely, the reason why girls perceive themselves is many years of traditionally im-
plemented education. Teachers more often expect girls to have a traditional, cultural,
proper functioning as women, which is manifested in the performance of specic
activities according to specic patterns and rules, without the possibility of their
modication (a change would be inconsistent with the traditional expectation of the
role of women). Therefore, schoolgirls are expected to display correct behaviour,
actions, carry out instructions, answer according to patterns, as well as to be rather
passive. Such behaviour is rewarded with good marks and praise. Teachers have
completely different expectations from boys, who, due to their traditional percep-
tion as unpredictable, rebellious, do not give in to rules, norms, patterns, breaking
them and testing them. Therefore, any action, even non-standard activity for boys,
is rewarded (because they cannot do nothing, can they?). Such circumstance is con-
ducive to the development of different, non-schematic thinking in boys, such that
overcomes difculties associated with imposed patterns, and thus promotes creative
thinking and reaction (Karkowska, 2005; Chomczyńska-Rubacha, Rubacha, 2007).
Teachers’ attitudes, different to girls and different to boys, result from their tradition-
al socialisation within social roles (Łukasik, 2009) and traditional teacher-training,
in which techniques of creative development, reectiveness and development of
innovative activities are still marginalised (Łukasik, 2006, 2012, 2017; Łukasik et
al., 2018; Mróz 2018; Łukasik et al., 2019). Perhaps, feminisation of the teaching
profession is also of consequence, i.e. teachers, themselves socialised to perform
traditional social roles, unconsciously or consciously provide pupils with patterns
of correct, orderly, “not going beyond the pattern” behaviour. A very low percentage
of men in the teaching profession, especially at lower levels of education, where
the teacher is an important role model for children (Koperna, 2019a, 2019b), may
be conducive to schoolgirls not knowing the wealth of innovative solutions, not
witnessing active search for solutions to problems performed by adults, which could
encourage them to do likewise. Perhaps, if pupils had a chance to observe male
behavioural patterns, who, in turn, were socialised to perform roles traditionally
associated with activity, independence (Koperna, 2019a, 2019b) and if they were
additionally awarded by them for such activities, the results would be different.
Interesting differences are apparent between pupils attending rural and urban
schools (Mróz, 2018; Jagielska, 2020). Surprisingly, a higher level of creative
competence is declared by rural learners. It would seem that the location of the
school in a large city is conducive to confrontation with new situations and possibil-
ities, which generate the need to create new ideas and show enthusiasm in solving
problems. Meanwhile, pupils from rural schools declared a higher level than pupils

78 JOANNA M. ŁUKASIK, KATARZYNA JAGIELSKA, ANNA MRÓZ, PAULINA KOPERNA
from urban schools. Most likely, this results from the specicity of small towns
and various restrictions present in contemporary Polish conditions (Mróz, 2018).
Namely, the deciencies in cultural institutions and centres which would be con-
ducive to the development of interests, spark a necessity to develop creative and
innovative attitudes. The need to meet even educational requirements in the absence
of technological or institutional facilities generates a necessity to use skills such as
creative problem solving or independent creation of original solutions. Operating in
larger cities, where access to technology (e.g. the Internet, which may be limited in
the countryside) or various institutions is more common and thanks to which it is
easier to obtain ready-made solutions, may cause less motivation to create original,
own solutions. Some limitations related to the location of the school may also be
indirectly linked to the indicator referring to the diversity of interests, which was
less marked by rural pupils compared to urban pupils. Perhaps pupils from rural
schools declare a smaller number of interests due to deciencies associated with
the possibilities of their development in the countryside. It is not easy to develop
your interests or passions, for example, playing an instrument, when it is difcult
to nd someone who will help in the face of lack of appropriate institutions, such as
community centres (Szymański, 2010; Smolińska-Theiss, 2014; Jagielska, 2020).
In connection with the above, it can be seen that there are many challenges
ahead of the Polish education system and cultural/educational infrastructure. First
of all, we should:
− change the way pupils are taught, reject the dominant view of gender through
traditional socio-cultural roles, and strengthen the use of teaching strategies
conducive to the development of creativity in pupils;
− modify the teacher-training system, i.e. strengthen the knowledge in the eld
of psychology (including the psychology of creativity) and get acquainted with
the latest research that breaks gender-based cultural patterns and marks paths
of gender-free creative development;
− develop teachers’ creative potential, shape independent attitudes, thinking and
actions, rather than duplicate patterns, all through teacher training;
− ensure the development of cultural places and centres for the development of
culture in small towns and villages or to restore the Polish traditions of com-
munity clubs in villages acting as centres of local community culture.
LIMITATION OF THE METHOD AND FURTHER RESEARCH
Our research was of diagnostic and descriptive character, so it was used for
preliminary recognition of the issue of creative competences as one of six designated
by us as keys to sustainable development. Subsequent research should focus on
the extent to which teachers develop creativity in pupils (in pupils’ opinion). It is
also worth deepening our research, for example, exploring how much creativity is

79
CREATIVE COMPETENCE OF YOUNG PEOPLE IN THE PERSPECTIVE…
considered by pupils as a competence needed in education and on the labour market
or to what extent acquiring creative competences is a value for pupils themselves.
Pupils’ and teachers’ understanding of creativity as a competence that supports the
pursuit of sustainable development would also constitute an interesting research
area. As issues related to creativity are an extremely interesting research area, their
further exploration and explanation may lead to subsequent research performed
by the team.
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ABSTRAKT
Niniejszy artykuł dotyczy kompetencji kreatywnej jako integralnego komponentu kompetencji
dla zrównoważonego rozwoju. Dotychczasowe badania w tym zakresie stały się przedmiotem za-
interesowań polskich badaczy, którzy zrealizowali projekt badawczy w Polsce południowej. Celem
badań była eksploracja i opis poziomu kompetencji kreatywności wśród polskiej młodzieży w okresie
dorastania. Aby osiągnąć założone cele i odpowiedzieć na wyłaniające się z nich pytania badaw-
cze, zastosowano metodę sondażu realizowaną w technice ankiety. Narzędziem był opracowany na
potrzeby badania kwestionariusz ankiety z 60 zdaniami określającymi poziom sześciu kompetencji
kluczowych dla zrównoważonego rozwoju, w tym kompetencji kreatywności. W badaniu wzięło
udział 877 uczniów klas VII i VIII szkoły podstawowej oraz klas I–IV szkół średnich, spełniających
kryterium wieku adolescencji zgodnie z dogodnym doborem próby badawczej. Najniższe wskaźniki
kreatywności osiągnęły dziewczyny uczące się w szkołach w małych miastach, a najwyższe – chłopacy
uczący się w szkołach w małych miastach. Uczniowie ze wsi wykazali wyższy poziom kreatywności
niż uczniowie z miasta, wyższy poziom osiągnęli chłopacy niż dziewczyny. Uznano, że w procesie
nauczania należy odejść od płciowego postrzegania uczniów w tradycyjnych rolach uwarunkowa-
nych społeczno-kulturowo. Ponadto należy wzmocnić stosowanie strategii nauczania sprzyjających
rozwojowi twórczości i kreatywności uczniów. W tym celu należy zmodykować system kształcenia
nauczycieli (w tym zadbać o rozwój ich twórczego potencjału).
Słowa kluczowe: kompetencja kreatywności; zrównoważony rozwój; uczeń; nauczyciel