Creativity and Its Development as a Scientific and Pedagogical Problem

The presented work investigates the phenomenon of creativity as a strategic resource of modern education and a key competence of a future teacher. The author has carried out a retrospective analysis of the conceptual apparatus, delimited the definitions of “creativity” and “creativeness”. Based on the concepts of J. Guilford, E. Torrens, R. Sternberg, A. Maslow, it is proved that creativity is not only an intellectual operation, but a complex dynamic quality of a person, which is based on divergent thinking, motivation and the ability to take reasonable risks.

Attention is paid to the pedagogical aspect of the problem. Thus, it is substantiated that a high IQ level is not identical to creativity, and sometimes it can even act as a barrier to non-standard solutions. The article presents the results of a multi-year experiment (2017–2024) conducted at the Zhytomyr Ivan Franko State University. The author details the parameters of pedagogical creativity - from the speed and flexibility of thinking to the ability to “disturb the peace” and implement a creative strategy.

The practical significance of the study lies in the description of specific technologies for developing the creative potential of higher education students, such as video cases, “flipped classroom”, mental maps, SCAMPER methods, “Bus, Bed, Bath”, etc. The paper concludes that a modern school needs a teacher-facilitator who is able to abandon templates in order to create an innovative educational environment. The article may be useful for scientists, teachers of higher education institutions and practicing teachers focused on the requirements of the New Ukrainian School.