Creativity is vital for individuals and societies, serving as a cornerstone for progress and culture (Ščuka, 2008). Since the 1990s, creativity in education has garnered significant research interest (Craft, 2003), becoming a prominent focus in educational discourse (Gibson, 2005). However, scholars (Boden, 1996; Craft, 2001, 2003; Gibson 2005; Kampylis & Valtanen, 2010; Pečjak, 2006; Srića, 1999) acknowledge that creativity remains an ambiguous concept without a universally accepted definition. This ambiguity arises from its associations with the arts, the complexity of creative activities, and the diverse theories attempting to explain it (NACCE, 1999, p. 28). In recent decades, educational systems have increasingly recognized the importance of creativity, emphasizing that teachers should foster their students' creative abilities. Teachers are tasked with identifying young people's creative potential and creating conducive environments for its realization. The book explores these themes across two chapters. The first chapter defines creativity, presents various psychological theories, and differentiates between types of creativity, such as object versus social and individual versus organizational. It also examines characteristics of creative individuals and the barriers they face. The second chapter focuses on the role of teachers in nurturing children's creativity, stressing the need for proper qualifications and showcasing
