THEORETICAL AND METHODOLOGICAL BASIS OF DEVELOPING STUDENTS' CREATIVE ACTIVITY BASED ON A NEUROPEDAGOGICAL APPROACH

This article provides a scientific analysis of the theoretical and methodological foundations for developing creative activity among higher education students through a neuropedagogical approach. The study examines the role of the brain in creative processes, the fundamental principles of neuropedagogy, the neurocognitive mechanisms underlying creative activity, and the application of these concepts in educational practice. Furthermore, the article presents approaches to designing a neuropedagogically oriented learning environment, fostering divergent thinking, developing metacognitive skills, and applying modern methods for assessing creative activity.