| Summary: | Though being more or less a cliché in the post-modern world, creativity, associated with new and novel, is the sine qua non of high quality education. Thus, creativity-fostering teachers enjoy a prestigious status on account of their several attributes including encouraging independent and cooperative learning, motivating learners to think divergently, and encouraging flexible-thinking and self-evaluation. As the concept is believed to merit much attention, and the field lacking a clear picture of the concept at the tertiary-level education needs a richer array of studies for a deeper understanding, the current qualitative inquiry was designed to investigate to what extent lecturers at tertiary-level education promote creativity, how they justify their attempts, and what they offer to foster creativity in university context. To this end, an interview inspired by the existing literature was reformulated and conducted with 5 voluntary lecturers instructing in the Department of English Language and Literature, at a northeastern university in Turkey. The findings indicated high levels of reference to tasked-based creativity. Yet, the participants voiced several curriculum, student, and culture-related challenges of fostering this desired feature in education. Documenting their suggestions related to the features of creativity, the paper ends with implications for practitioners and materials designers.
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