**1. Introduction**

This chapter is mainly focusing on collaborative creativity within national and international collaborative knowledge networks in social pedagogy and social work education institutions. These institutions were working together (n = 5 universities) in a project funded by the EU and called social professions supporting youth in a European solidarity context—Erasmus+KA 203 (SP Young). The aim of this international workshop was to encourage strategic partnerships in higher education. The overall purpose of this chapter is to investigate, both conceptually and empirically, creativity attached to the role of shared learning and professional communities of teaching practice. Further, to share various illustrative examples of the dominant tradition that sees rational, explicit, and articulated understandings as the central ingredient in both practice and development. Such a tradition may stigmatize or ignore other ways of creating knowledge. These other ways—in opposition to logistic sequential development—may include, for example, processes involving more

intuitive problem-solving approaches of supplementary holistic perceptions of the elements in the existing relationship, shared ways of thinking, and generating a creative alternative form of action. This chapter will illustrate how the ongoing creativity, development, and sharing perspectives, as well as determined project actions, uncover creativity within the existing academic and professional realities. This creativity construction and its transfer to other contextualization is undertaken on an individual level or combined within a process of formal educational programs in a specific sociocultural environment.
