Terzidis, Amalia Borloz, Erica 2025 This article examines the gap between the theory and practice of creativity in education. While creativity is valued as a key 21st century skill, misconceptions and lack of training hinder its implementation in schools. The study investigates how Swiss secondary school teachers perceive and apply creativity in teaching, using both quantitative and qualitative methods. It explores teachers’ understanding of creativity, existing pedagogical practices, and challenges faced. Findings reveal that while teachers acknowledge creativity’s importance and strive to integrate it, they encounter obstacles such as limited resources, time constraints, and insufficient institutional support. The study highlights the need for better training and systemic changes to enhance creativity in education. application/pdf https://fredi.hepvs.ch/global/documents/333639 https://fredi.hepvs.ch/documents/333639/files/Borloz_Terzidis_2025_International_journal_of_educational_research_open.pdf eng info:eu-repo/semantics/altIdentifier/doi/10.1016/j.ijedro.2025.100557 info:eu-repo/semantics/openAccess CC BY International Journal of Educational Research Open. - 2025, no. 10 Creativity Innovation Teaching Learning Secondary school Bridging the gap between creativity theory and practice: Insights from Valais secondary school teachers http://purl.org/coar/resource_type/c_6501