The process of creative teaching is sustainable, and for its comprehensive and high-quality implementation, it is necessary to ensure diverse learning opportunities in schools. This results in the qualitative acquisition of learning content and the development of students’ creative abilities. The focus of this research is the study of creativity as an innovation in modern teaching, aimed at developing students' creative skills. Creative teaching, as a new approach in the educational process, involves not only the teacher’s explanation but also the student's active engagement in acquiring learning content. Creative learning, as a forward-looking and innovative approach, presents a challenge not only for teachers but also for students. In this context, creative teaching is studied as both a challenge and a goal of modern education, where teachers, students, school principals, and professional staff play a vital role. The aim of this study is to examine how creative learning affects the acquisition of learning content by primary school students. Data were collected from a sample of 940 students across 12 primary schools through questionnaires and performance-based assessments. Our specific objective is defined through the task: to study the acquisition of learning content in creative teaching, while the hypothesis of our research is: ,,The place where learning content is acquired affects the creativity of the lesson." During the implementation of the research, we used the descriptive-analytical method, the questionnaire technique, and as an instrument, a structured student survey. The results show that learning environments that encourage creativity, group work, and the use of diverse learning methods significantly improve content acquisition. Pedagogical implications emphasize the need for approaches that foster students’ critical and creative thinking.
Kadriu et al. (Mon,) studied this question.