Factors Impacting Future English Teachers’ Creativity in Teaching English As A Foreign Language in Uzbekistan

Abstract

In the context of rapid globalization and technological advancement, creativity has become a fundamental component of effective teaching, particularly in English as a Foreign Language classrooms. This study investigates the factors influencing the creativity of future English teachers in higher education institutions in Uzbekistan. A qualitative research design was employed, involving final-year EFL students from three universities. Data were collected through interviews, questionnaires, and teaching practice reflections and analyzed using thematic analysis.

The findings reveal three primary factors influencing teacher creativity: knowledge and teaching experience, motivation, and the role of technology. Additionally, Artificial Intelligence is identified as a fourth, integrative factor that enhances and connects these components. The study demonstrates that creativity is not solely an innate ability but a developable competence shaped by pedagogical training and technological innovation.

The results highlight that AI significantly contributes to creative lesson planning, idea generation, personalized feedback, and the development of techno-creative competencies. The study suggests that integrating AI tools into teacher education programs can enhance future teachers’ creativity and improve the quality of EFL instruction. These findings have important implications for curriculum design, teacher training, and educational policy in Uzbekistan and similar contexts.