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Futures StudiesCreativity is aconsidered disciplineone of the most important competences in the 21st century, and it is necessary to nurture and encourage it, especially among preschool children. How creativity is perceived by those who work with children is very important, considering that exploresthese potential,subjective probable,attitudes and preferredideas futures,influence employingactions diversedirected towards children and imaginativetheir methodologiescreativity. toThe doproblem so.of Onethis such methodresearch is the Polakquestion Game,of ahow future preschool teachers, preschool teacher majors, experience creativity. The aim of this work is to examine, analyze and interpret their experience of creativity and its expression. The research toolis used to assess both the essence of optimism/pessimismqualitative, and the influencefocus thereof,group appliedmethod notwas onlyused in Futures Studies but also across various fields including Education. This game, employing a 2x2 matrix to capture participants' perspectives on the future, has seen extensive use in these domains. Our study aimed to investigate how current universitywith students of Philologythe andFaculty of Education in SerbiaUžice. The transcripts of the answers were the basis for categorizing and Croatia perceivegrouping the futureanswers ofto education. The methodology involved students completing an online questionnaire featuring the Polak Game, alongside open-endedindividual questions regarding their metaphors for the future of education and their opinionscontent on its current state. Additionally, students rated their desire to workanalysis, as teacherswell inas schoolsconnecting onthem awith scalecertain fromtheoretical 1models toof 10.creativity. The sample comprised 204 students (122 from Serbia and 82 from Croatia). Results indicated a predominantly essence-pessimistic viewresults of the educationalresearch futureshow among Serbianthat students (81%),highly thoughvalue lesscreativity pronouncedas ina thecompetence. CroatianIt samplealso (54.9%). Conversely, the level of influence-optimism was similar in both groups (79.5% in Serbia, 74.4% in Croatia), suggestingshows that despiteit differingis levelsnecessary of essence-pessimism/optimism,for students inwho both countries harbor an optimistic outlook regarding their own impact on the future of education. Notably, students from both Croatian and Serbian faculties of education expressed a strong desire towill work in schoolspreschool institutions to develop implicit theories, attitudes, and ideas that imply that creativity can be viewed from multiple angles (scoringmultidimensional), and especially process perspectives of creativity that indicate that creativity can be developed in every child. Furthermore, the need for personal development of creativity through various hobbies is emphasized, which can directly or indirectly affect the work of preschool teachers, considering that they are also expected to be creative and as such provide an average of 9 on a 1-10 scale), whereas Serbian philology students exhibited less enthusiasm (with an average score of 6). The metaphors chosen by studentsexample to characterize their views on the futurechildren ofthey educationwork were found to align with their respective optimism/pessimism paradigms and will be detailed in the presentation.with.
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