EDUCATIONAL INNOVATION AND TRAINING TECHNOLOGIES AS A NECESSARY CONDITION FOR THE DEVELOPMENT OF FUTURE SPECIALISTS’ CREATIVE THINKING IN HIGHER EDUCATIONAL INSTITUTIONS

The article provides a systematic analysis of contemporary conceptual approaches to the development of creativity and its fundamental role in the professional formation of specialists in higher education.Special attention is paid to the necessity of considering psychophysiological characteristics of the individual and the uniqueness of each learner's individual thinking as key factors determining effective pathways for the development of creative potential.The role of partnership relations within the academic environment is also emphasized, as they foster trust and distributed responsibility, thereby stimulating the development of creative thinking and professional engagement of future specialists.The study covers an analysis of modern tools for diagnosing creativity, including the Torrance Tests of Creative Thinking (TTCT, ATTA), the Remote Associates Test (RAT), the Creative Achievement Questionnaire (CAQ), the Alternative Uses Task (AUT), and the Creativity Styles Questionnaire (CSQ).It is established that high scores in these methodologies are reliable indicators of creative potential, whereas low scores do not necessarily indicate its absence.The importance of creating favorable conditions for the manifestation of creativity is underscored, including the absence of time constraints, minimization of achievement and competitive motivation, and reduction of critical judgment.An important aspect of the research is the psychophysiological features of the individual as determinants of the mechanisms of perception and information processing, which allows adapting pedagogical technologies for developing creative thinking to the individual characteristics of students.In this context, interactive teaching methods (role-playing games, discussions, situation modeling, trainings, simulations) are recognized as effective tools for stimulating motivation, developing emotional intelligence, and 12.