CREATIVITY IN SOCIAL WORK AND SOCIAL POLICY EDUCATION: THEORETICAL FOUNDATIONS AND A STUDY OF STUDENT ATTITUDES

Abstract

Creativity is a key component in contemporary education, especially within the
field of social work, where professionals face complex and ever-changing societal challenges.
The aim of this study was to examine students’ perceptions of their own creativity,
the educational climate, and family support as factors that either foster or hinder
their creative potential. The research was conducted in May 2025 with a sample of 57
students from the Institute of Social Work and Social Policy. A questionnaire consisting
of 20 Likert-scale items was used, divided into three dimensions: self-perceived creativity,
school climate, and family support. The results revealed a moderately high level
of self-perceived creativity (M = 3.84), a strong sense of support from the family (M =
4.11), but a weaker perception of institutional support (M = 3.21). Correlation analysis
indicated a significant relationship between self-perceived creativity and family support
(r = 0.62), as well as a moderate link with the educational climate (r = 0.44). These findings
confirm the importance of contextual influences in the development of creativity
and point to the need for institutional changes to encourage it more actively.