In today’s fast-changing world, creative thinking is one of the most important skills for teachers. It helps them to solve classroom problems, think independently, and guide their students toward innovation. The present study examined the differences in creative thinking among prospective teachers in relation to global skill taxonomy in the state of West Tripura, India. The total population included 1200 prospective teachers studying in the B.Ed. Colleges, from which a sample of 500 was selected through stratified random sampling. Two standardized tools were used: Baker Mehdi’s Creative Thinking Scale (1973) and the Global Skill Inventory (Baidya & Srivastava, 2025). The study followed a descriptive survey design and applied statistical techniques such as the mean, standard deviation, t-test, and one-way ANOVA to analyze the data. Results showed that there were significant differences in creative thinking across various global skill dimensions, such as communication, collaboration, and problem-solving. Moreover, small but noticeable variations were found between male and female prospective teachers and across academic streams. The findings highlight the importance of developing global skills and creativity together to prepare teachers for 21st-century educational challenges. The study also provides implications for teacher education programs to focus more on skill-based learning, innovative pedagogy, and reflective practices
Download
Download XML