Abilities and creativity in a intercultural perspective

Cultural variables are increasingly being taken into account in new models of ability and creativity. This is due to changes in the definition of terms, socio-cultural changes, and international cooperation. The role of international comparative research is growing. Usually, the divergence is used: individualismcollectivism. With few exceptions, most of the research is conducted in Western institutions. Western countries and highly developed Asian countries are most often compared with each other. The results of the research indicate cultural differences in recognizing and educating gifted and creative students. The article comprises an outline of the main areas of cross-cultural research on abilities and creativity. The conclusions indicate a discrepancy between the development of theoretical knowledge and school practice, where there are cultural barriers to the education of the gifted. The main problem here is the underrepresentation of students from minority groups in educational programs for the gifted. Teacher’s work with gifted students in multicultural conditions is a special challenge. It requires socially equitable and differentiated strategies for diagnosing giftedness. Gifted students from culturally diverse groups have specific educational problems and needs. They are doubly exceptional students.

External factors affecting creativity in aesthetic education according to general education school graduates. Findings from qualitative research

The development of creative abilities is crucial for the holistic development of an individual. If the goal of schooling is the comprehensive development of students, the educational environment should stimulate and support processes of creative thinking rather than hinder or block them. One area of education particularly associated with creativity is aesthetic education. By encouraging exploration and interpretation of art and other forms of artistic expression, aesthetic education supports the emotional, intellectual, and social development of students, enabling them to express themselves in original and personal ways, which is essential for cultivating a creative attitude. This article addresses the issue of external factors affecting creativity within aesthetic education implemented in general education schools, specifically in the subjects of visual arts, music, and Polish language. The research process is guided by the question of external conditions influencing creativity in aesthetic education and their potential significance for students’ creative development. The article presents the results of qualitative research conducted through individual interviews with 25 graduates from the 2022/2023 school year. The experiences shared by respondents highlight numerous factors that, according to existing literature, hinder the development of a creative attitude. The research is exploratory in nature.

The article is devoted to the actual problem of formation of the future primary school teachers’ readiness for the creative professional activity that is caused by modern challenges and the social order of society to teach a new generation of specialists who are capable of making a creative educational process during all periods of their own development and the realization of the primary schoolchildren’ creativity potential.