Assessing Prospective Science Teachers’ Creative Thinking Ability to Solve Environmental Issues at Higher Education

This research work intends to assess the creative thinking abilities of prospective science teachers using a modified form of the essay-type Torrance Test of Creative Thinking (TTCT) named the Tayyaba Creative Thinking Ability Test (TCAT). This test measured four key indicators of creativity: Fluency, Flexibility, Originality, and Elaboration. A purposive sampling technique was adopted, and a sample of 20 students completed the test, and their responses were evaluated using a 5-point rubric. Descriptive statistics revealed that students performed strongest in Originality (mean = 3.85) and Fluency (mean = 3.75), while Flexibility (mean = 3.15) emerged as the weakest indicator. Inferential statistics, including correlation analysis, demonstrated strong positive relationships between Fluency and Originality (r = 0.72, p < 0.01) and Originality and Elaboration (r = 0.70, p < 0.01), highlighting the interconnected nature of these skills. Validity was established through the expert's opinion, and reliability analyses indicated acceptable internal consistency (Cronbach's α = 0.78). The findings suggest that while students excel in generating innovative ideas, they struggle with adopting diverse perspectives. The findings reveal that while prospective science teachers excel in generating innovative ideas (Originality) and producing multiple solutions (Fluency), they face significant challenges in adopting diverse perspectives (Flexibility). This gap suggests a need for targeted educational interventions to enhance perspective-shifting skills, which are critical for addressing complex environmental issues. The strong correlations between Fluency, Originality, and Elaboration further emphasize the interconnectedness of these creative thinking dimensions, suggesting that fostering one skill may positively influence others.