While today's societies are exposed to strong competition, due to the importance placed on technological and human innovation in all economic sectors, creativity, a key skill of the 21st century, is sought after by employers (De Backer & al., 2012; Lubart & al., 2015; Mnisri & Nagati, 2012; Pantaleo, 2019; Romero, Lille & Patiño, 2017; Upitis, 2014). Institutional documents acknowledge its transversal value in student development (MEQ, 2006). Despite this, in education, defining, teaching and evaluating this skill can become complex for teachers (Alter & al., 2009; De Backer & al., 2012; Pantaleo, 2019), like in the field of arts where the created object takes a decisive, even total, place in the evaluation of the student's abilities, the latter not always being the witness of learning (Boyd & Cutcher, 2015; Geist & Hohn, 2009; Rosenfeld, 2014). It is proposed to pay particular attention to the creative process and its contribution to transversal skills, in order to describe creativity as meaning meaking in education. This sociocultural perspective makes it possible to consider the learning process of the student when he creates, rather than taking into account only his result. The article is divided into four parts: a historical definition of creativity in research, a description of the concept in the field of Quebec education, a conceptual reflection on the creative process, then the definition of creativity as a process of meaning making, to express it as a fundamentally sociocultural activity.