The article's goal is to pinpoint the circumstances that foster teachers’ creative growth while they are enrolled in postsecondary education programs. The authors' qualitative and quantitative research findings are incorporated into the text. Expert in-depth interviews with subject matter experts in the field of higher education serve as a representation of qualitative research. A questionnaire was held in education institutions in order to be used in quantitative research. Recent research on the issues of young employment, higher education, and the mismatch between the labor market and the educational system was analyzed. The article demonstrates how creativity is viewed as an integrated quality in higher education, with the capacity to generate novel ideas, be goal-oriented, and find practical solutions. The writers have examined the content of this process and determined the elements, circumstances, and stages of teachers' creative development at higher education institutions. The application of a comprehensive, systematic idea at a higher education institution in accordance with intuitive creativity, creative capacity which defines contribution to the development of teachers’ creativity.

Creativity, intuitive creativity, Higher Education Institutions

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