Introduction.

The emphasis placed on creativity by the OECD (2019), including it in the 2022 PISA assessments and its recognition in the LOMLOE (Jefatura del Estado, 2020), underscores the growing interest in analyzing creativity in the educational landscape.

Purpose.

This research evaluates linguistic creativity, specifically its manifestation through metaphorical capacity, in 271 students from the first and final years of secondary education. Additionally, it examines the relationship between linguistic creativity, general creativity, and lexical availability while considering the effects of gender, grade level, and reading enjoyment.

Method.

The study uses a cross-sectional, mixed-methods approach, combining qualitative and quantitative data collected through validated instruments.

Results.

The findings indicate a moderate level of linguistic creativity and a notably low level of general creativity, aligning with the OECD’s 2024 results. Moreover, all independent variables significantly affect the dependent ones, with statistically significant differences in linguistic creativity and lexical availability by grade level (higher in the final year) and gender (higher in females).

Discussion

. These results are discussed pedagogically, proposing instructional reforms to boost linguistic creativity and foster metacognitive reflection on creativity to enhance students’ linguistic and cognitive development.