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

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.