This study aims to explore how creative writing is currently incorporated into the teaching of English in upper secondary schools in Sweden and to investigate teachers' experiences, thoughts and attitudes toward creative writing. Furthermore, the study examines teachers' perspectives on the implications of the GY25 curriculum for creative writing. The study was conducted through semi-structured interviews with eight teachers teaching EFL at two different Swedish upper secondary schools. The interview guide was developed, and the collected data were analyzed using Self-Determination Theory as a theoretical framework.

The results of the study show that the interviewed teachers reportedly implement aspects associated with creative writing to varying degrees. However, all the teachers expressed positive attitudes toward the GY25 curriculum’s increased focus on creative writing. The teachers noted that creative writing can enhance several language skills, such as vocabulary, grammar, and written proficiency in other text types or genres. Furthermore, the teachers emphasized that creative writing tasks may foster additional benefits, including creativity, student motivation, and a sense of achievement among students. While all the teachers expressed a generally positive attitude toward incorporating creative writing and welcomed the new GY25 course Kreativt skrivande på engelska, some of the teachers nonetheless noted potential challenges. These include assessment difficulties, challenges in supporting all students, limited teacher training in the area, and increased workload. In conclusion, judging by the viewpoint of the interviewed teachers, creative writing can serve as a valuable pedagogical resource, and given its stronger emphasis in GY25, it is relevant to further explore its educational potential in the Swedish EFL classroom.