Nurturing students’ creative thinking is considered essential to equip future citizens with the skills and mindset needed for adaptability in a fast-changing and turbulent world. The rise of Generative Artificial Intelligence (GenAI), especially the chatbots based on Large Language Models (LLMs), has drastically affected how we work, learn, and interact with technology as they can generate “novel” content, such as text, images, music, videos, and code. As GenAI transforms educational landscapes, promoting inquiry-based learning and student-centred pedagogies becomes essential for equipping students to become reflective and adaptable lifelong learners. Thus, this conceptual chapter explores the interrelations between creative thinking and GenAI under the lens of inquiry-based learning in primary and secondary education settings. By examining recent empirical research, theoretical frameworks, and practical applications, it aims to provide insights into how GenAI, combined with active questioning, can serve as a companion rather than a replacement for human creative capabilities. Also, it discusses the key pedagogical and ethical considerations associated with integrating GenAI into educational practices. Finally, it discusses the key pedagogical and ethical considerations related to integrating GenAI into educational practices, pointing out limitations and suggestions for future research.