ABSTRACT
Creativity is increasingly recognised as a vital dimension of higher education, contributing to innovation, flexible thinking, and academic vitality. In autonomous colleges, where curricular and pedagogical freedom is emphasised, teachers play a central role in fostering creative academic environments. The present study examines teachers’ perceptions of creativity in autonomous colleges, with specific reference to gender and rural–urban context. Using a descriptive survey design, data were collected from 160 teachers drawn from 12 government and non-government autonomous colleges in Odisha, India. A researcher-developed five-point perception scale was employed to measure teachers’ views on creativity-related academic practices and institutional support. Mean scores, standard deviations, and independent samples t-tests were used to analyse differences across gender and locale. The findings reveal a significant overall gender difference, with female teachers reporting relatively higher perceptions of creativity than male teachers. Rural–urban differences were largely non-significant, indicating relative consistency in perceptions across institutional contexts. However, selected cross-gender and cross-locale comparisons highlighted that perceptions of creativity are shaped by the interaction of gender and context rather than by location alone. The study concludes that teachers’ perceptions of creativity are influenced more by gendered professional experiences than by institutional locale, underscoring the need for inclusive academic cultures and supportive leadership practices to translate autonomy into sustained creative engagement in higher education.

ABSTRACT
Bangladeshi university faculty members are nowadays expending multi sustainable teaching pedagogy through their endeavour to set the environment of English as second languages (ESL) for the target learners to speak with inclusive norms overcoming provincial challenges and competition. This study reconnoitres the teaching Pedagogy in tertiary English education, focusing on semi-structured interviews with 50 faculty members from public, private as well as globally connected former Bangladeshi university teachers. The results determine wide-ranging sustainable teaching methods those extending from eclectic, lecture information-based, and technology-driven methods to communicative language teaching (CLT), content-based instructions (CBI), learners-centered approaches includes task-based language teaching (TBLT), open-discussion and group discussion technique, flipped classrooms, information-based instructions (IBI), interactive, post-method approach, multimodal learning, eco-pedagogy and question-based innovative approach are commonly appreciated as more sustainable, as they foster learners’ autonomy, teamwork, and durable skills improvement. Besides updated approaches old version approach similarly grammar-translation (GT) method and lecture-based methods are also connected to dwindled engagement and satisfaction, displaying some potential problems in achieving up-to-date instructional expectations. The innovative research uncover some noteworthy decorations of teaching along with exclusively divulges sustainable pedagogy in Bangladesh rely on conforming institutional goals in liaison of the unavoidability of institutional elasticity in accelerating the sustainable English pedagogy.