The COVID-19 pandemic has disrupted the field of education, forcing educators to adapt to new teaching methods and work environments. As the pandemic subsides, it is crucial to address the learning gaps and foster innovative and creative behavior among educators. This study investigates the belief that creativity emerges during times of crisis and examines the impact of work from home (WFH) productivity on the creative performance of academics. Additionally, the study evaluates the moderating effects of intrapersonal skills, interpersonal skills, and digital literacy skills on the relationship between WFH productivity and creative performance. The study employs a quantitative method, analyzing data from 207 academic respondents working in three public universities in Indonesia using Partial Least Squares software. The findings reveal that WFH productivity has a significant negative effect on creative performance. Furthermore, the results indicate that digital literacy skills serve as a moderator variable between WFH productivity and creative performance, while intrapersonal skills and interpersonal skills do not exhibit significant moderating effects. This research provides valuable insights into the challenges and opportunities faced by lecturers in Indonesia and beyond during the pandemic. It emphasizes the importance of adopting creative teaching practices and continuous professional development to improve educational quality in the post-pandemic era. The study highlights the need to promote the entire professional skill set of lecturers, including both hard and soft skills, to effectively adapt to the disruptions caused by the pandemic. The findings contribute to the understanding of the factors influencing creative performance in the context of remote work and offer implications for educational institutions and policymakers in supporting the professional growth of academics during and after the pandemic.