LEARNING CREATIVITY IN HIGHER EDUCATION: INTERNATIONAL STUDENTS’ CLASSROOM EXPERIENCES

Creativity is increasingly emphasised as a crucial competence in contemporary higher education. However, little is known about how international students experience its development in classroom contexts, especially in Lithuania. This article analyses the perceptions of 15 international students at VIKO University of Applied Sciences in Lithuania regarding creativity and its role in learning during the course. The study applies a qualitative methodology, drawing on three focus group discussions, and employing a reflexive thematic analysis. Five themes were identified: creativity as a personal and boundless phenomenon; creativity as learnable but dependent on the environment; pedagogical scaffolding and assessment as factors that either encourage or constrain creativity; cultural and linguistic influences shaping expression; and personal growth and confidence gained through creative tasks. These findings highlight the importance of transparent assessments, supportive new teaching strategies, and intercultural collaboration in fostering creativity among diverse student cohorts. The study contributes to discussions on how to enhance creativity-oriented pedagogy in higher education.