The initiated article aims to analyze the creative attitudes of students, about the professional field for which they prepare in university. Creativity is one of the 15th most important skills in the labor market, especially that of STEM professionals. The results showed that there are significant differences in terms of reference areas in the field of creative attitudes and the need to integrate certain teaching techniques and strategies in the university teaching activity, to develop students' level of these creative attitudes. Interpretation of answers offers the possibility to evaluate the following creative attitudes: energy, concentration, orientation towards the new, argumentation of ideas, independence, nonconformism, self-confidence, moral values, orientation towards a distant future, completion, risk, preference/attraction to problems difficulties, diversity of interests, spiritual values, practical values and the scale of lies. The teacher's attitude is of crucial importance in stimulating and maintaining the creative climate. The choice of a creativity-focused education cannot be other than the "stimulating teacher" model, as opposed to the "inhibitory teacher" model. The stimulating teacher conducts the instructional process informally, encourages at all times the free expression of students' opinions (even those contrary to their own opinions), stimulates independent work, is always available for individual discussions with students, is concerned, and knows how to ensure security and the psychological freedom of students.

STEM education, 21st century skills, creativity, teacher strategies.