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THEORETICAL AND METHODOLOGICAL FOUNDATIONS FOR
DEVELOPING AND ENHANCING PERSONAL CREATIVE COMPETENCE
BASED ON FOREIGN PEDAGOGICAL EXPERIENCE
Na isa Imomo na Tukh asino a,
O ien al Uni e si y, Senio Lec u e , Depa men o
Ma hema ics and In o ma ion Technologies
na isa ox asino [email protected]
Anno a ion: This a icle subs an ia es he ele ance o de eloping pe sonal
c ea i e compe ence in he con ex o globaliza ion and he apid ad ancemen o
digi al echnologies. In pa icula , he educa ional p ac ices o coun ies wi h ad anced
educa ion sys ems — such as he Uni ed S a es, Finland, Japan, and Ge many — a e
analyzed, highligh ing hei pedagogical app oaches, educa ional echnologies, and
eaching me hodologies. The applica ion o o eign app oaches in mode n lea ning
en i onmen s, me hods ha os e c ea i e compe ence, incen i e s a egies, and
pedagogical models a e ho oughly discussed. The a icle also p esen s heo e ical and
p ac ical ecommenda ions o enhancing eache sʼ c ea i e po en ial, in eg a ing
inno a i e app oaches in o he lea ning p ocess, and de eloping pe sonal c ea i e
compe ence. The esea ch indings suppo he s eng hening o lea ne -cen e ed
app oaches in educa ion and posi ion c ea i i y as a key ac o in socio-economic
de elopmen .
Keywo ds: c ea i e compe ence, inno a i e app oach, o eign pedagogical
expe ience, p ojec -based lea ning (PBL), design hinking, educa ional me hodology,
lipped class oom, in e ac i e echnologies, c ea i e hinking, mode n educa ion
sys em.
In oduc ion: In he cu en e a o globaliza ion, he socio-economic, poli ical,
and cul u al ans o ma ions occu ing wi hin socie y necessi a e a quali a i e enewal
o human capi al — speci ically, he p epa a ion o indi iduals equipped wi h mode n
knowledge, skills, and compe encies. The apid de elopmen o in o ma ion and
communica ion echnologies, he widesp ead implemen a ion o a i icial in elligence,
and he expansion o he digi al economy unde sco e he g owing impo ance o
c ea i e hinking, inno a i e app oaches, and he abili y o ind unique solu ions in
bo h pe sonal and p o essional de elopmen .
The p ima y goal o he mode n educa ion sys em is no only o impa knowledge
bu also o cul i a e s uden sʼ independen hinking, abili y o make e ec i e decisions
in p oblem si ua ions, ini ia i e, and c ea i e app oaches. De eloping such
compe encies equi es a undamen al e hinking o no only he con en and
me hodology o educa ion bu also he ole and posi ion o he eache wi hin he
lea ning p ocess.
In his ega d, he expe iences o coun ies wi h ad anced educa ion sys ems —
such as he Uni ed S a es, Finland, Sou h Ko ea, Japan, Singapo e, and Canada —
demons a e ha os e ing c ea i e compe ence in ol es emphasizing s uden sʼ
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independen hinking, c i ical analysis, and lea ning h ough p ac ical engagemen . In
hese sys ems, he p inciple o " eaching how o lea n" akes p ecedence o e simply
" eaching," which con ibu es signi ican ly o he de elopmen o c ea i i y, he
gene a ion o inno a i e ideas, and he aspi a ion owa d no el y.
The e o e, analyzing ad anced o eign pedagogical app oaches and adap ing hei
co e p inciples and me hods o local educa ional se ings o de elop s uden sʼ pe sonal
c ea i e compe ence has conside able scien i ic and p ac ical ele ance. This p ocess
no only ensu es lea ne sʼ pe sonal g ow h bu also lays he ounda ion o p oducing
specialis s who a e compe i i e in he labo ma ke , socially ac i e, and capable o
inno a i e hinking.
Mo eo e , he de elopmen o c ea i e compe ence con ibu es o he
p oli e a ion o new ways o hinking, p og essi e ideas, s a up p ojec s, and
echnological en ep eneu ship wi hin socie y. As such, explo ing his ield holds
s a egic impo ance no only o he educa ion sys em bu also o he o e all
de elopmen o socie y.
Resea ch Aim The p ima y aim o his s udy is o conduc a heo e ical and
scien i ic analysis o o eign pedagogical p ac ices in he o ma ion and de elopmen
o pe sonal c ea i e compe ence wi hin he con ex o mode n educa ional p ocesses.
The esea ch seeks o examine he impac o hese app oaches on educa ional
e ec i eness and o iden i y ways o adap ing hem o local educa ional en i onmen s.
Achie ing his goal is in ended o con ibu e o he c ea ion o new pedagogical
pa adigms, he enhancemen o s uden sʼ c ea i e po en ial, and he de elopmen o
scien i ically g ounded ecommenda ions o op imizing eaching p ocesses.
Ul ima ely, his will enable he p epa a ion o highly quali ied, c ea i ely hinking
p o essionals who mee he demands o an inno a i e socie y.
PRIORITY TASKS FOR THE FORMATION AND DEVELOPMENT OF
PERSONAL CREATIVE COMPETENCE
№
Task
De ailed objec i e
Expec ed esul
1
An in-dep h analysis o
he concep o pe sonal
c ea i e compe ence
Re ealing he
heo e ical ounda ions
o c ea i e compe ence,
iden i ying i s
componen s
P o ide a clea and
sys ema ic de ini ion o
c ea i e compe ence
2
S udying he pedagogical
expe iences o o eign
coun ies
Analysis o me hods o
de eloping c ea i e
compe ence in he
wo ldʼs ad anced
educa ion sys ems
Iden i ying and
classi ying ad anced
pedagogical
app oaches
3
Compa ing ad anced
o eign expe iences wi h
he local sys em
Compa ing o eign and
local me hods in he
educa ional p ocess,
iden i ying di e ences
and simila i ies
Selec ing app oaches
ha can be applied in
he local educa ion
sys em
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4
De elopmen o
me hodological
ecommenda ions o he
de elopmen o c ea i e
compe ence
C ea ion and
imp o emen o
e ec i e pedagogical
echnologies, eaching
and me hodological
ools
To o m a se o
inno a i e
me hodologies ha can
be applied in p ac ice
5
Desc ibe he mechanisms
o o ming c ea i e
compe ence in he
educa ional p ocess based
on p ac ical examples.
Demons a e
mechanisms and
models o de eloping
c ea i e compe ence in
educa ional p ac ice
De eloping
mechanisms aimed a
e ec i ely
implemen ing c ea i e
app oaches in he
educa ional p ocess
Scien i ic no el y and he bounda y o he opic. In con as o p e iously exis ing
heo e ical app oaches, he s udy p oposes in eg a i e, inno a i e and e lec i e
app oaches o he de elopmen o c ea i e compe ence based on he analysis o o eign
pedagogical expe iences. We ecognized he de elopmen o a heo e ical model o he
o ma ion o c ea i e compe ence based on he me hods used in o eign expe iences
and he jus i ica ion o he possibili ies o hei adap a ion o he na ional educa ion
sys em as scien i ic no el y.
The esea ch mainly ocused on he expe iences o o eign coun ies (such as he
USA, Finland, Sou h Ko ea, Singapo e) aimed a de eloping c ea i e compe ence in
gene al educa ion and highe educa ion sys ems. The scope o he opic is limi ed o
he issues o de eloping c ea i e compe ence among s uden s a he gene al educa ion
s age and among s uden s in highe educa ion ins i u ions.
Resea ch me hods and sou ces. The ollowing scien i ic me hods we e used in he
s udy:
- Analysis and syn hesis - o analyze and gene alize exis ing heo e ical iews on
he opic;
- Compa ison - o iden i y di e ences and simila i ies by compa ing o eign and
local expe iences;
- Empi ical obse a ion - o assess he p ac ical applica ion o exis ing
me hodological app oaches;
- Modeling - o de elop a heo e ical model o he o ma ion o pe sonal c ea i e
compe ence.
The main sou ces analyzed we e o icial educa ional documen s om coun ies
such as he USA, Finland, Japan, and Singapo e, in e na ional scien i ic a icles,
UNESCO and OECD epo s, as well as pedagogical and li e a y sou ces w i en by
local schola s.
The concep o c ea i e compe ence and i s pedagogical signi icance. C ea i e
compe ence e e s o he abili y o a pe son o c ea e new, unique and e ec i e ideas,
solu ions, as well as he po en ial o ca y ou p ac ical ac i i ies based on hem. In
pedagogy, c ea i e compe ence is no only a skill ha exp esses c ea i i y, bu also a
complex indica o ha includes such aspec s as independen hinking in lea ning and
c ea i e ac i i y, p oblem sol ing, and he use o inno a i e app oaches. The
523
de elopmen o c ea i e compe ence in he mode n educa ional p ocess encou ages a
pe son o independen ly o m new knowledge and expe iences o himsel , o disco e
p oblems and ac i ely pa icipa e in sol ing hem c ea i ely. The e o e, he o ma ion
o c ea i e compe ence in he pedagogical p ocess is o g ea impo ance no only o
indi idual, bu also o social de elopmen .
Pe sonal c ea i e compe ence includes many elemen s. Among hem, special
emphasis is placed on knowledge and heo e ical concep s (deep knowledge o he
c ea i e p ocess and he basic p inciples o c ea i e ac i i y), abili ies and skills ( he
abili y o de elop new ideas, sol e p oblems h ough a c ea i e app oach), pe sonal
quali ies (openness, independence, ini ia i e, de e mina ion and ini ia i e),
mo i a ional componen (in e es in c ea i e ac i i y and he desi e o ac i ely
pa icipa e in i ), emo ional and in ellec ual abili ies ( ole ance o s ess and di icul ies,
sel -managemen ). Pe sonal c ea i e compe ence is a unique dynamic, de eloping
sys em, which is cons an ly o med unde he in luence o educa ion, cul u e, and social
en i onmen .
Analysis o o eign pedagogical expe iences. Me hods o o ming c ea i e
compe ence in di e en coun ies ha e changed o e ime. In he mode n wo ld, he
issue o o ming c ea i e compe ence is a p io i y in he educa ional policy o each
coun y. Le us conside he main app oaches used in ad anced coun ies:
USA - P ojec -Based Lea ning (PBL) is widely used in he educa ion sys em. This
me hod se es o de elop independen hinking, c ea i i y and collabo a ion skills in
s uden s. Also, c ea i e echnological app oaches a e p omo ed h ough STEM
(Science, Technology, Enginee ing, Ma hema ics) educa ion. Finland - Based on an
open lea ning en i onmen and a s uden -cen e ed app oach, g ea a en ion is paid o
suppo ing he pe sonal in e es s and c ea i e po en ial o s uden s. In e disciplina y
p ojec s and p ac ical wo k a e e ec i ely used o de elop c ea i e compe ence. Japan
- The combina ion o discipline and c ea i i y is he main p inciple in educa ion, and
he concep s o "Kikigaki" (deep unde s anding o p oblems) and "Kaizen" (con inuous
imp o emen ) a e used o o m c ea i e app oaches. G oup wo k and p oblem-sol ing
asks play an impo an ole in he educa ional p ocess. Ge many - Emphasis is placed
on p ac ical and echnical educa ion, and he dual educa ion sys em (be ween school
and indus y) is e ec i ely used o de elop c ea i e compe ence. This sys em
s eng hens s uden sʼ c ea i e app oach o p oblems.
P esen a ion o pedagogical echnologies and me hodologies. The main
pedagogical echnologies used in o eign coun ies o o m c ea i e compe ence a e:
Pedagogical echnologies and me hodologies
o/n
Pedagogical echnology
Classi ica ion
1
P ojec -Based Lea ning
(PBL)
S uden s wo k on p ojec s aimed a sol ing eal-
li e p oblems, which de elops hei c ea i e
hinking.
2
In e ac i e educa ional
echnologies
Dis ance lea ning, simula ions, i ual labs, and
gami ica ion encou age c ea i e app oaches.
524
3
A cons uc i is app oach
S uden s de elop c ea i e skills h ough he
p ocess o independen ly disco e ing and
econs uc ing hei knowledge.
4
Collabo a i e lea ning
G oup wo k and join p oblem-sol ing help
inc ease c ea i e po en ial.
Inno a i e app oaches and examples o bes p ac ices
1.
Flipped Class oom
Used in a numbe o educa ional ins i u ions in
he US and Eu ope, his me hod allows s uden s
o s udy heo e ical ma e ial a home and de o e
mo e ime o p ac ical exe cises and c ea i e
ac i i ies in class.
2.
Design Thinking
A common app oach in Finland and he US, i
encou ages c ea i e and sys ema ic hinking o
de elop inno a i e solu ions.
3.
Make Mo emen and
FabLabs
These a e p ojec s de eloped in Ge many and
he Uni ed S a es ha allow s uden s o engage in
p ac ical c ea i i y and use echnology.
4.
E ec i e pedagogical
s a egies based on
o eign expe ience
Based on he analysis o o eign expe iences,
e ec i e pedagogical s a egies can be
o mula ed as ollows.
5.
S uden -cen e ed
educa ion
Ac i a ing s uden s, aking in o accoun hei
indi idual needs, and suppo ing hei c ea i e
po en ial.
6.
In e disciplina y
app oach:
To de elop b oad-based c ea i e hinking in
s uden s h ough a ious in e disciplina y
p ojec s.
7.
Widesp ead adop ion o
echnologies:
Making he educa ional p ocess dynamic and
in e ac i e h ough he use o in o ma ion and
communica ion ools and inno a i e pla o ms.
8.
Con inuous p o essional
de elopmen o eache s
O ganize ongoing educa ion and aining o
imp o e he skills o educa o s in he p ac ical
applica ion o c ea i e app oaches.
Me hodology o he o ma ion and de elopmen o pe sonal c ea i e
compe ence.
Pe sonal c ea i e compe ence is a complex compe ency ha includes he s uden ʼs
abili y o hink in new ways, sol e non-s anda d p oblems, c ea e o iginal ideas, make
independen decisions, and exp ess himsel . The me hodology o de eloping pe sonal
c ea i e compe ence in s uden s consis s o se e al ounda ions, which a e p esen ed
in he able below wi h explana ions o hese ounda ions.
Di ec ion
Con en
Concep ual
amewo k
C ea i e compe ence encompasses a pe sonʼs c ea i e
po en ial, hinking, emo ional-in ellec ual s a e, and social
unc ioning.
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Psychological and
pedagogical basis
C ea ing an en i onmen ha encou ages c ea i e ac i i y,
inc easing s uden eedom o hough , mo i a ion, and
building con idence a e key ac o s.
Me hodical
app oaches
P ojec -based lea ning, p oblem-based lea ning, e lec i e
me hods, isual mind maps, gami ica ion, design hinking.
Me hods and echniques o s imula ing c ea i i y. The p ocess o encou aging
pupils and s uden s o hink c ea i ely is a complex pedagogical p ocess, and he main
p io i y is he me hods aimed a s imula ing. B ains o ming, SCAMPER echnique,
Role-playing and imp o isa ion, Associa i e hinking exe cises, Design Thinking a e
i id examples o he abo e-men ioned me hods. In he p ocess o de eloping pe sonal
c ea i e compe ence o pupils (s uden s) using hese me hods, he main ac o s a e he
anspa ency and eedom o he educa ional en i onmen , including mass wo k wi h
open ques ions, he use o elemen s o choice and eedom, a posi i e en i onmen ha
allows o mis akes, and a ewa d sys em o inno a i e ideas.
Including c ea i e asks in each subjec ( o example, asks o sol e a p oblem in
a unique way), de eloping ub ics o assessing c ea i i y (no el y o he idea, p ac ical
alue, le el o solu ion o he p oblem), in oducing a "C ea i e Po olio" o each
s uden - he e will be a p ojec , essay, d awing, design, a icle, e c., p ac ical ac i i ies
such as sel - e lec ion and unde s anding o pe sonal de elopmen based on ques ions
and answe s a e he lesson, inspi ing c ea i i y by in i ing c ea o s, designe s, and
s a ups o lessons a e impo an ecommenda ions o de eloping pe sonal c ea i e
compe ence in he lea ning p ocess.
Re e ences
1. Say u dino na, A. B., Fa khado ich, T. D., & Imomo na, T. N. (2021).
Me hodology O De eloping Logical Thinking In The P ocess O Teaching
Ma hema ics In G ades 5-9 S uden s Ways To Apply In P ac ice The Didac ic Complex
O Condi ions Fo The De elopmen O Logical Thinking O S uden s In Ma hema ics
Lessons. Eu opean Jou nal o Molecula and Clinical Medicine, 8(1), 948-962.
2. Fa khodo ich, T. D. (2023). THE IMPORTANCE OF MENTAL ABILITY IN
THE DEVELOPMENT OF LOGICAL THINKING. JOURNAL OF
MULTIDISCIPLINARY BULLETIN, 6(4), 71-76.
3. Fa xodo ich, T. X. D. (2023). TEXNIK OLIY TAʼLIM TALABALARINI
ILMIY FAOLIYATGA YO ʼNALTIRISHNING PSIXOLOGIK-PEDAGOGIK
JIHATLARI. IMRAS, 6(7), 178-182.
