Artificial Intelligence (AI) brings enormous opportunities into learning, teaching, and assessment processes. Among them, it is convenient to explore its ability to channel students’ creativity, which is described as a basic competence in the training of people with both the OECD and the recent Spanish LOMLOE law pointing to the need to foster it in educational settings. In this context, the objective of this research is to explore the creative potential of prospective elementary school teachers related to storytelling, via a project including the rational use of AI generative tools. A combination of qualitative and quantitative instruments was used to get insight on the implications of those AI tools in the creative process and to gain understanding on the concerns of prospective teachers about AI at both their training and future teaching practice. The results show the potential of AI from an educational point of view, specially in self-assessment and co-evaluation processes, since it allows confronting not only the result of the creative task, but also the process itself by reflecting on the asked questions. Finally, the importance of continuing research on the ability to ask questions (a creative skill in itself) in the new context of AI is discussed.

A new series of triphenylamine‐based ligands with one (TPA1PY), two (TPA2PY) or three pendant aza‐macrocycle(s) (TPA3PY) has been synthesised and studied by means of pH‐metric titrations, UV/Vis spectroscopy and fluorescence experiments. The affinity of these ligands for G‐quadruplex (G4) DNA and the selectivity they show for G4s over duplex DNA were investigated by Förster resonance energy transfer (FRET) melting assays, fluorimetric titrations and circular dichroism spectroscopy. Interestingly, the interactions of the bi‐ and especially the tri‐branched ligands with G4s lead to a very intense redshifted fluorescence emission band that may be associated with intermolecular aggregation between the molecule and DNA. This light‐up effect allows the application of the ligands as fluorescence probes to selectively detect G4s.

The Turning Point: Scientific Creativity Assessment and Its Relationship with Other Creative Domains in First Year Secondary Students

The importance of creativity in the training of people gained special relevance with the PISA Tests of the OECD, which, for the first time, evaluated the general creativity of 15-year-old students in 2022. This descriptive and quantitative study focuses on the evaluation of linguistic creativity, using different classical instruments to measure divergent thinking and adding new ones, such as metaphorical capacity. Participants were 454 students in their last year of secondary education from eight Spanish educational centers. Results indicate moderate performance in divergent thinking tasks, with students exhibiting limitations in generating novel metaphors, often resorting to literal responses. Statistically significant differences according to gender were found in metaphor generation and in the alternate uses task. A correlation study reveals significant associations between metaphor generation and divergent thinking tasks. These highlight the differential role of semantic memory and cognitive processes involved in metaphor generation and divergent thinking. Finally, this study underlines the complexities and multicomponent nature of creativity as a first step to develop educational policies and interventions targeting creativity. Overall, the importance of addressing creativity in a transdisciplinary way and training teachers on techniques to channel creativity are highlighted, such as through the design of challenges or writing workshops.

Creativity plays a central role in education, being recognized as a key competency in contemporary curricula. This study explores the beliefs and self-perceptions of creativity among 230 in-service teachers from Chile and Spain, considering variables such as educational level, gender, and national context. Using validated instruments —the Kaufman Domains of Creativity Scale (K-Docs) and the Teaching for Creativity Scales (TCS)— the research adopts a quantitative, descriptive, and correlational approach. Results reveal a moderate global creative self-perception, with statistically significant differences by gender and country. Furthermore, a strong positive correlation emerges between creative self-efficacy and global creative self-perception. The findings underscore the influence of teachers’ beliefs on their ability to foster creativity in the classroom and highlight the need to strengthen professional development in this area to support creative teaching practices.