This article examines creative writing competence as a core component of foreign language proficiency among philology students within the framework of the Common European Framework of Reference for Languages (CEFR). Creative writing competence is conceptualized as a multidimensional construct that integrates linguistic accuracy, textual coherence, stylistic awareness, cultural sensitivity, and pragmatic communicative effectiveness. The study aims to clarify the theoretical foundations of creative writing competence, analyze its alignment with CEFR descriptors, and explore pedagogical and assessment-related implications for philological education. Through qualitative analysis of CEFR documentation and contemporary research in applied linguistics and writing pedagogy, the article demonstrates that creative writing competence represents a higher-level manifestation of communicative competence. The findings highlight the necessity of holistic teaching and assessment approaches that balance creativity with language control, thus fostering both expressive freedom and academic rigor in philology students’ written production.