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Whatever people mean by it exactly, creativity is
required to solve non-routine problems, including those that

are described as ‘ill-defined’, ‘complex’ or ‘wicked’.

However, creativity is required not just to solve problems,
but to identify or recognize them, and to frame them in ways

that are open to exploration, intervention and resolution.
Creativity is also central to the application of ‘design

thinking’ and other approaches that investigate situations,
engage diverse stakeholders and build and test prototypes for

the iterative development of products, systems and services.

In learning creativity, there are some aspects that should be
known and learnt by the learners. According to Kaufman

(2008) Four aspects of divergent thinking that are frequently
mentioned in the literature are:

a. Fluency The number of responses to a given stimuli, “the
total number of ideas given on any one divergent thinking

exercise” (Runco, 1999)

b. Originality The uniqueness of responses to a given
stimuli, “the unusualness. . . of an examinee’s or

respondent’s ideas” (Runco, 1999)
c. Flexibility The number and / or uniqueness of categories

of responses to a given stimuli, or more broadly, a change