Integrated Model for the Development of Creativity in the Educational Environment of Science-oriented Schools
DOI:
https://doi.org/10.63437/3083-6425-2025-3(98)-04Keywords:
creativity, development of creativity, integrated model, science-oriented school, digital technologiesAbstract
The article analyzes key theoretical models of creativity development proposed by J. Guilford, G. Wallas, C. Rogers, E. Torrance, M. Runco, R. Sternberg, and T. Lubart. Despite differences in emphasis, these models share common features: divergent and convergent thinking, stage-based processes, the role of intrinsic motivation, and the influence of social, cultural, and educational environments. Their synthesis makes it possible to identify universal determinants of creativity, essential for effective pedagogical strategies.
Building on this analysis, the paper proposes an extended integrated model consisting of five interrelated components: the cognitive block (idea generation and evaluation), the processual block (preparation, incubation, illumination, verification), the personal block (traits such as openness, independence, motivation), the socio-contextual block (cultural, educational, and environmental factors), and the technological block (digital tools and interactive technologies).
The model is adapted for secondary schools with a scientific orientation, combining classical theories with modern tools such as virtual laboratories, collaborative platforms, VR/AR, robotics, 3D-modeling, and big data analysis. These expand opportunities for experimentation, accelerate idea generation, and strengthen both digital literacy and creative thinking.
Implementation of the model fosters an innovative educational space where students develop potential through research, collaboration, and experiential learning. It enhances motivation, engagement, problem-solving, resilience, and intellectual flexibility.
Presented as a systematic, multidisciplinary framework, the model is applicable in both general and specialized schools. Its adoption is expected to unify scientific knowledge, increase student interest in research, and support the growth of creative, critical, and scientific thinking. Ultimately, it provides a foundation for rethinking educational strategies in the context of global social, technological, and cultural change.
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References
Використані літературні джерела
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References
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