**Creativity and creative pedagogy**

While there is a consensus that creativity is a complex and all-encompassing concept, the psychological tradition defines it as consisting of two main components: originality and usefulness. However, this definition only focuses on the characteristics of a creative product and may not capture the full extent of creativity [1, 2]. There have been other ideas put forth to better understand creativity, including those that focus on the processes involved and the characteristics of creative individuals. A comprehensive approach to creativity involves three interacting systems: (1) the sociocultural system that has symbolic rules, (2) the personal system that incorporates individual traits into the process, and (3) the system that experts use to frame the creative process by recognizing, evaluating, and validating the end product [1–3]. On this basis, Walia [3] suggests that creativity is an action that results from perceiving an imbalance in the environment, leading to productive activity that challenges conventional thinking and norms. This process generates something new in the form of a physical, mental, or emotional creation.

Further, a proposal was made for a triangular model of creative pedagogy, which aims to bring together different but interconnected perspectives on encouraging creativity. This model also seeks to critique educational practices that prioritize knowledge transfer and neglect the active involvement of learners. The model encompasses three interrelated components: *creative teaching, teaching for creativity, and creative learning*. These elements mutually reinforce each other, fostering a harmonious teaching and learning process. *Creative teaching* emphasizes the innovative efforts made by educators in the development and delivery of instructional materials. This involves employing inventive strategies to enhance the appeal, engagement, relevance, and efficacy of the learning process [4–6]. *Teaching for creativity* places emphasis on the goals and methods involved in fostering learners' creative abilities [4, 7]. *Creative learning*, as the third component, emphasizes the active and creative involvement and agency of learners rather than their passive acquisition of knowledge from authoritative sources [4–6]. According to Craft [5], there is still ongoing exploration and definition of the connections between creative teaching, teaching for creativity, and creative learning. Although it may not cover every aspect of creative pedagogy, this book aims to identify some significant challenges that teachers, schools, policymakers, and researchers must address to effectively promote creativity among young people and learners. The book is organized into two sections: "Creative Pedagogy in School Education" and "Creative Pedagogy in Higher Education."
