Obstacles to the Development of Creative Competence and Evidence-based Strategies for Overcoming Them among Higher Education Students

Abstract

The development of creative competence has become a strategic priority in contemporary higher education, driven by thegrowing demand for innovation, adaptability, critical thinking, and eff ective problem-solving in rapidly changing professionalenvironments. In the context of globalization, digital transformation, and knowledge-based economies, creative competence isincreasingly recognized as a core component of transversal competences that determine graduates’ competitiveness,employability, and capacity for lifelong learning. Despite its signifi cance, however, many higher education institutions stillstruggle to create conditions conducive to the systematic and sustainable development of students’ creativity. The purpose ofthis article is to identify and analyze the key obstacles to the development of creative competence among higher educationstudents and to propose and justify evidence-based strategies for overcoming these challenges. The research is grounded in amixed-methods approach, integrating a critical review of contemporary scholarly literature with empirical data obtainedthrough surveys and semi-structured interviews conducted among students and academic staff . The fi ndings suggest that thebarriers to creative competence development are complex, multifaceted, and interrelated. Institutional factors include rigidcurricula, limited academic autonomy, and insuffi cient support for innovative teaching practices. Pedagogical challenges areassociated with the dominance of traditional, teacher-centered methods that prioritize memorization and standardized outcomesover creativity and independent thinking. Psychological barriers such as fear of making mistakes, low intrinsic motivation,anxiety, and lack of self-effi cacy further constrain students’ creative expression. Additionally, socio-cultural factors and assessment systems that undervalue originality contribute to the persistence of the problem. Creating a supportive, inclusive,and student-centered learning environment is also identifi ed as a crucial condition for fostering creativity. The results of theresearch contribute to the theoretical advancement of the concept of creative competence in higher education and providepractical recommendations for educators, curriculum developers, and policymakers aimed at improving the quality andrelevance of higher education in the modern world.