Abstract
<jats:p>Creative competence — defined as the capacity to produce original and valuable ideas through ideation, elaboration, and evaluation — is today one of the most consequential outcomes that education systems can pursue. This article investigates the theoretical foundations of creative competence and advances a classification of task types that purposefully foster creative thinking among students. Building on the conceptual frameworks of Guilford, Torrance, Amabile, Csikszentmihalyi, and Kaufman & Beghetto, the study adopts a theoretical-analytical methodology to examine five categories of creativity-oriented educational tasks. Results show that practical experiential tasks, collaborative discussion tasks, project-based tasks, creative-artistic tasks, and innovation-oriented problem tasks each engage distinct facets of creative competence — among them originality, flexibility, elaboration, and divergent thinking. The paper concludes by presenting a structured comparative framework that educators may consult when selecting task types according to intended learning outcomes.</jats:p>