Dr. Tankeshwar Kumar, Vice-Chancellor, Central University of Haryana, Mahendergarh, Haryana, India

Creativity stems from the power of imagination, experimental skills, freedom to explore, and-most importantly-the availability of opportunity. It flourishes not in those who are fully conditioned by rigid learning, but in young learners who are still open to exploration and questioning. Every learners are subject to teaching, so it is important to have teachers who understand their role to make a learner a creative learner. Creative teaching must move beyond the mere transmission of information and focus instead on enabling learners to apply knowledge meaningfully and generate new knowledge. The objective of education, therefore, is not only to ensure that students know, but that they are capable of using what they know to analyse, innovate, and contribute constructively to society.

In the contemporary educational landscape, the implementation of the National Education Policy (NEP) 2020 provides a significant opportunity to foster creative learning. The policy’s emphasis on multidisciplinary education, value-added courses, internships, and experiential learning reflects a deliberate shift from conventional knowledge systems to holistic intellectual development. In principle, these reforms create the structural conditions necessary for creativity to flourish within higher education.

However, the mere inclusion of such components in the curriculum does not automatically result in creative learning outcomes. Creativity cannot be institutionalised solely through curricular design; it must be realised through rigorous and thoughtful evaluation mechanisms. When multidisciplinary courses, internships, and experiential modules are assessed superficially, they risk becoming symbolic rather than transformative. Exhaustive and reflective evaluation-focused on process, originality, problem-solving ability, and learning outcomes-is essential to convert curricular intent into genuine creative engagement.

In the present era, where artificial intelligence tools are readily accessible to both students and teachers, the role of the educator is undergoing a fundamental transformation. Knowledge is no longer scarce; answers are abundantly available. Consequently, creativity in teaching now lies less in delivering information and more in designing meaningful assessment frameworks that challenge learners to think critically, synthesize ideas, and demonstrate understanding beyond recall.

Teachers must therefore guide students not merely to seek correct answers, but to learn how to formulate insightful questions. The ability to question assumptions, analyse multiple perspectives, and evaluate the validity and implications of available answers is central to intellectual maturity. Wisdom emerges not from possessing answers, but from the capacity to interrogate, interpret, and apply them judiciously.

In this context, creative teaching is inseparable from innovative evaluation. By shifting emphasis from answer-oriented learning to question-driven inquiry, educators can transform learners from passive recipients of information into active creators of knowledge. Such a pedagogical shift is essential for realizing the true spirit of NEP 2020 and for preparing learners to navigate an increasingly complex, knowledge-rich world.

It is not only creative teaching which is required rather the system  should be able to generate opportunity for the same.  Paradoxically, the highly creative age group of 16-19 years is largely absorbed in selecting predetermined responses-options A, B, C, or D-in high-stakes, multiple-choice examinations such as the IIT-JEE and NEET. Such assessment frameworks prioritise procedural knowledge and accuracy over inquiry, exploration, and critical thinking. Consequently, while these systems may facilitate the accumulation of information, they contribute little to the cultivation of wisdom. Nearly 40 lakh students aspire to crack IIT or NEET-UG examinations, and in the process, many of them spend three to five crucial years almost entirely focused on entrance preparation. During this period of preparation, a large number are effectively kept away from skill development, creative learning, and in some cases even regular schooling. Ultimately, only a few tens of thousands secure admission to engineering, while millions are left without adequate skills, innovation capacity, or creative exposure. Such an outcome highlights a serious systemic gap, where intense competition for limited seats unintentionally sidelines holistic education. In this context, teachers have a critical responsibility to bridge this gap by nurturing creativity, problem-solving, and practical skills, ensuring that education prepares learners not merely for examinations, but for innovation and meaningful contribution to society.