The first subchapter captures, on the one hand, the difficulties and barriers that interfere with the teaching and learning of creative writing, and, on the other hand, the solutions for overcoming the obstacles identified. The accessibility of the Internet has led to a transformation of creative writing as a product from several perspectives: distribution, as a result of the emergence of libraries and virtual bookstores; dissemination, allowing the author to make his text public directly and indirectly; networking, by forming communities through a common platform; real-time, thanks to the facility of publishing the text immediately after its completion, without the need for a lengthy process; multimedia, which helps deliver a product built on multiple sections (text, image, sound), which adds a much more complex, intertextual experience to reading. At the same time, specific digital tools for teaching creative writing are explored. Another innovative outlook is promoting reflective learning through creative writing exercises. Through creative writing, one is encouraged to reflect on one's own experiences. Reflective learning involves students who think of matters and experiences, including writing, asking questions, and searching for relevant information to help them understand. With the help of creative writing, students learn how to learn, show initiative, engage in activity with their full intellectual, physical, volitional, and affective potential, demonstrate critical and creative spirit, and acquire knowledge and transferable skills in new contexts.