INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS) ISSN No. 2454-6186 | DOI: 10.47772/IJRISS |Volume VIII Issue IIIS September 2024 | Special Issue on Education Page 4315 www.rsisinternational.org Deconstructing Learners’ Creative Potentials: An Assessment of Students’ Divergent Thinking Skills Arvin E. Narvaza, MAEd 1 , Edralin C. Manla, PhD 2 1 University of Science and Technology of Southern Philippines 2 Xavier University-Ateneo de Cagayan DOI: https://dx.doi.org/10.47772/IJRISS.2024.803312S Received: 11 September 2024; Accepted: 17 September 2024; Published: 17 October 2024 ABSTRACT This study examines the divergent thinking skills of young learners, specifically focusing on fluency, flexibility, originality, and elaboration. Using a descriptive research design, a sample of 234 STEM students was selected to assess these critical creative capacities through standardized tests and qualitative discussions. The results show that while a majority of students are proficient in fluency (58.55%) and flexibility (90.60%), fewer demonstrate proficiency in originality (24.79%) and elaboration (29.06%). The findings highlight that most students excel in generating ideas and adapting their thinking but struggle with developing unique and well-elaborated concepts. To address these gaps, the study recommends targeted instructional strategies such as creative writing, project-based learning, and interdisciplinary activities to foster deeper creative skills. These interventions can support the development of well-rounded divergent thinking abilities essential for both academic success and real-world problem-solving. Keywords: Divergent thinking, fluency, flexibility, originality, elaboration, creativity, young learners, educational interventions INTRODUCTION Creativity is recognized as one of the essential skills for the 21st century, where individuals are expected to generate novel ideas and solutions in various contexts. Divergent thinking, a key component of creativity, encompasses fluency, flexibility, originality, and elaboration—skills critical to adapting in a fast-paced and innovative world. Thus, the ability to foster creativity is crucial, especially in educational environments that are rapidly evolving due to technological advancements and shifting societal demands. Educators, therefore, need to assess how well students can engage in creative thinking across various domains. By identifying the specific strengths and weaknesses in students’ divergent thinking skills, this study aims to provide educators with concrete data that could inform more effective instructional strategies. The ultimate goal is to cultivate students who are not only knowledgeable but also capable of using their creative faculties to solve complex, real-world problems. Hence, this study focuses on assessing these skills in young learners, offering insights into their creative potential and how these skills are developed in the educational system. Particularly, this research sought to answer the following research question: What are the levels of students’ divergent thinking skills in terms of: 1. Fluency;