CREATIVITY AS A PHILOSOPHICAL AND EDUCATIONAL PHENOMENON: DEVELOPING DIVERGENT THINKING IN UNIVERSITY STUDENTS

This study examines the problem of developing creativity in university students within the context of modern higher education. The research highlights the limitations of traditional educational models, which are primarily based on reproductive learning and convergent thinking, restricting students’ ability to think independently and creatively. In contrast, the study emphasizes the importance of fostering divergent thinking as a key component of creativity, enabling students to generate multiple solutions and approach problems from different perspectives. The paper analyzes the philosophical and psychological foundations of creativity, considering it as an essential characteristic of human individuality and intellectual development. Special attention is given to the role of education in shaping creative competencies, as well as to the need for transforming teaching methods, curricula, and teacher-student interaction. The findings suggest that creativity can and should be systematically developed across all academic disciplines, not only in traditionally “creative” fields. The study concludes that integrating creativity into higher education is crucial for preparing competitive, flexible, and innovative specialists capable of solving real-life problems in rapidly changing environments.