La flexibilidad como elemento de cambio para la creatividad e innovación en el aula universitaria

This article takes us to university learning environments to delve into the in-depth knowledge of how teachers think, act and conceive creativity. The aim is to analyze the new challenges in higher education in reference to teachers’ perception of flexibility as an element to generate creativity and innovation. The type of research is descriptive, with sampling by clusters. The creativity self-evaluation questionnaire used has 47 items, which measured the dimensions of flexibility, conceptualization of creativity and innovation, teacher training, objectives and contents, integral formation of students, didactic interaction and methodology. The main finding was the applicability of teachers in reference to flexibility from their teacher training, using active methodologies for student training. Concluding that there is a moderate relationship between flexibility and creativity and innovation, didactic integration, objectives and content.