Contemporary education is undergoing rapid transformations driven by scientific and technological development. These changes call for a reconsideration of traditional teaching methods and a shift from transmitting and memorizing information toward developing learners’ abilities to think critically and creatively and produce knowledge. The success of the educational process is no longer measured solely by the amount of information students acquire, but also by their ability to analyze it, apply it to problem-solving, and generate new ideas. In this context, education for creativity has become an educational necessity aimed at preparing learners who can investigate, experiment, innovate, and actively contribute to societal development. The creative thinking framework of the Programme for International Student Assessment (PISA 2022) emphasizes the importance of generating diverse and original ideas, evaluating them, and improving them as skills that can be developed through education and practice (OECD, 2023). First: From Rote Learning to Creative Education In many of its applications, traditional education relies on the transmission of information from teacher to student, with an emphasis on memorization and recall. Although direct instruction and the acquisition of foundational knowledge remain important, excessive reliance on rote learning may limit learner participation and reduce opportunities to develop critical thinking, intellectual independence, and problem-solving skills. Education for creativity, by contrast, places learners at the center of the educational process and provides opportunities for questioning, analysis, discussion, and experimentation. It encourages diverse perspectives and treats mistakes as opportunities for learning and improvement. Accordingly, students’ roles extend beyond absorbing information to understanding, applying, reconstructing, and generating new ideas from existing knowledge. Second: Strategies for Education for Creativity Moving from rote learning to knowledge production requires the adoption of modern teaching strategies. These include project-based learning, which enables students to address real-world problems and produce practical outcomes, and problem-based learning, which develops analytical reasoning and decision-making skills. Inquiry-based and collaborative learning also contribute to strengthening research, dialogue, the exchange of ideas, and the collective construction of knowledge. Technology and artificial intelligence play important roles in supporting these practices by providing information resources and tools for analysis and design. However, their effective use requires critical and ethical engagement, verification of information accuracy, and avoidance of excessive reliance on ready-made outputs that may weaken learners’ independence and ability to think for themselves. Third: The Role of the University Professor and the Assessment of Creativity University professors are essential to creating learning environments that encourage creativity. Their role shifts from being transmitters of information to becoming facilitators of learning and guides for research and inquiry. This transformation can be achieved by asking open-ended questions, encouraging dialogue, providing constructive feedback, and giving students opportunities to take initiative, experiment, and develop their ideas. This shift also requires the development of assessment methods that go beyond measuring memorization and recall. Assessment should include projects, portfolios, academic presentations, and students’ abilities to analyze problems and propose innovative solutions. Assessment criteria should be clear and should take into account the quality of thinking, originality, and the suitability of proposed solutions to the intended objectives. Fourth: Challenges in the Transition Toward Knowledge Production The transition from rote learning to creative education faces several challenges, including overloaded curricula, reliance on traditional examinations, limited training in modern teaching strategies, and inadequate technological resources in some educational institutions. Furthermore, uncritical use of artificial intelligence may encourage dependence on ready-made answers rather than the independent production of knowledge. Addressing these challenges requires curriculum development, professional training for teaching staff, and the provision of learning environments that encourage research, experimentation, and collaboration. Educational activities should also be connected to real-world problems and the needs of society. Education for creativity represents a fundamental shift from an educational model focused on recalling information to one that develops the capacity for thinking, analysis, innovation, and knowledge production. This does not mean completely abandoning traditional teaching methods; rather, it involves integrating them into a comprehensive educational system in which acquiring knowledge serves as the foundation for applying and developing it.