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  3. Creativity. Theories – Research – Applications
  4. Creativity. Theories – Research – Applications, 2025, Vol. 12, Issue 1

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    • Proszę używać tego identyfikatora do cytowań lub wstaw link do tej pozycji: http://hdl.handle.net/11320/20191
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    Pole DCWartośćJęzyk
    dc.contributor.authorFilipov, Mia-
    dc.contributor.authorMikulić, Katarina-
    dc.contributor.authorMustač, Lucija-
    dc.date.accessioned2026-04-27T10:55:13Z-
    dc.date.available2026-04-27T10:55:13Z-
    dc.date.issued2025-
    dc.identifier.citationCreativity. Theories – Research – Applications, Vol. 12, Issue 1, 2025, pp. 139-156pl
    dc.identifier.urihttp://hdl.handle.net/11320/20191-
    dc.description.abstractThe expansion of artificial intelligence (AI) tools has brought about new opportunities and challenges for teachers and students. These tools have the potential to reshape teaching and stimulate both students’ and teachers’ creativity. In 21st-century education, creativity emerges as a key skill that encompasses problem-solving, innovation, adaptability, critical thinking, and cognitive development. AI tools also provide personalized assistance and feedback as well as customized study materials. Moreover, they have proven beneficial in cultivating critical thinking and enhancing students’ research skills. Instead of questioning teachers’ preparedness for AI technologies, the focus should be on discovering ways to effectively and creatively integrate these tools into the classroom. This paper explores the possibilities of implementing generative AI tools to promote students’ creativity, thus enhancing the overall quality of teaching. In the Croatian educational system, similarly to Poland, school pedagogues should encourage positive changes within the school culture. Therefore, this paper also underscores the role of school pedagogues in bridging the gap between teachers and AI tools as an educational innovation. School pedagogues should be instrumental in supporting teachers during the integration of AI tools into their teaching by showcasing practical applications and emphasizing potential benefits for student engagement and learning outcomes. In this capacity, school pedagogues bear the responsibility of fostering a reflective and critical approach towards AI tools, advocating creative yet responsible use of technology in the classroom.pl
    dc.language.isoenpl
    dc.publisherUniversity of Białystokpl
    dc.rightsCreative Commons Attribution-NonCommercial-NoDerivatives 4.0 License-
    dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/-
    dc.subjectgenerative AI toolspl
    dc.subjectcreativitypl
    dc.subjectschool pedagoguespl
    dc.subjectteacherspl
    dc.subjectteachingpl
    dc.titleCreative Integration of Artificial Intelligence (AI) Tools in Effective Teachingpl
    dc.typeArticlepl
    dc.rights.holder© 2025 Mia Filipov, Katarina Mikulić, Lucija Mustač, published by University of Białystokpl
    dc.rights.holderThis work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.pl
    dc.identifier.doi10.2478/ctra-2025-0007-
    dc.description.EmailMia Filipov: mfilipov@ffos.hrpl
    dc.description.AffiliationMia Filipov - Faculty of Humanities and Social Sciences, University of Osijek, Croatiapl
    dc.description.AffiliationKatarina Mikulić - Faculty of Humanities and Social Sciences, University of Osijek, Croatiapl
    dc.description.AffiliationLucija Mustač - Faculty of Humanities and Social Sciences, University of Osijek, Croatiapl
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    dc.identifier.eissn2354-0036-
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    dc.description.firstpage139pl
    dc.description.lastpage156pl
    dc.identifier.citation2Creativity. Theories – Research – Applicationspl
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    dc.identifier.orcid0009-0001-9642-9439-
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