Validating an Updated Creative Personality Scale (CPS) for Future Teachers: The Human Factor Facing Artificial Intelligence

The rise of artificial intelligence (AI) and classroom automation demands rethinking visual and arts education. To prevent learning standardization, it is imperative to cultivate a critical teacher profile capable of leading new digital ecologies. In this context, measuring the creative self-perception of future educators constitutes a fundamental pedagogical need. This instrumental study analyses the factor structure and internal consistency of the Creative Personality Scale (CPS), adapting it to contemporary technological challenges. It was administered to 90 pre-service teachers from the Early Childhood and Primary Education programmes at the University of Almería. Through an Exploratory Factor Analysis (EFA) using Principal Axis Factoring (PAF) with Oblimin rotation, the scale was refined to 17 items, confirming a robust three-dimensional structure: Imaginative Creativity, Behavioural Originality, and a Positive Attitude towards Challenges (explaining 44.17% of the variance; α = 0.862). While not a direct measure of pedagogical performance, these dimensions capture the psychological dispositions hypothesized as necessary for educators to critically navigate AI integration and mitigate algorithmic standardization. In conclusion, the adapted scale provides an initial exploratory validation of a diagnostic framework. Its application provides a foundational metric for teacher education programmes, aiming to foster learning environments where technology integration is deliberately guided by human judgment and sensitivity.