A Model for the Reflective Development of Professional Creative Components in a Digital Learning Environment

The digital transformation of education has changed the nature of teachers' professional activity, shifting the emphasis from the reproduction of established methods to the creative design of learning processes. However, the availability of digital tools does not in itself guarantee the development of professional creativity; this requires a purposeful mechanism through which teachers analyse and transform their own practice. The aim of this study is to develop and theoretically substantiate a model for the reflective development of the professional creative components of teachers in a digital learning environment. The study employs a systemic approach, theoretical analysis and synthesis, comparative-pedagogical analysis and pedagogical modelling. The proposed model consists of five interrelated blocks: target, methodological, content, procedural-technological and diagnostic-evaluative. Its core is a four-stage reflective cycle (descriptive, analytical, design and experimental stages), each of which is linked to specific digital tools and to the motivational-value, cognitive-operational and reflective-evaluative components of professional creativity. Three levels of development (reproductive, adaptive and creative-transformative) and corresponding criteria are proposed. The novelty of the study lies in the operationalisation of reflection as a cyclical mechanism that connects digital tools to specific creative components. The model can be applied in pre-service teacher education and in-service professional development programmes and is intended for subsequent empirical validation.