METHODOLOGY FOR TEACHING CREATIVE THINKING TO PRIMARY EDUCATION STUDENTS BASED ON INTERNATIONAL EXPERIENCE

Abstract

This research article explores the development of creative thinking skills among students in primary education programs through the integration of international pedagogical experiences. In an era where education must adapt to rapid societal and technological changes, fostering creativity in future educators is paramount. Drawing on comparative studies of teaching methodologies in countries such as Finland, the United States, and Japan, the study proposes a structured four-stage model tailored to the Uzbek educational context. The methodology includes motivational problem setting, collaborative exploration, creative application, and reflective assessment. An experimental study was conducted involving undergraduate students in a teacher training faculty, and the results demonstrated significant improvements in key creative thinking indicators such as fluency, originality, and elaboration. The findings affirm the relevance of international best practices when adapted to national educational priorities. The article concludes by highlighting the importance of institutional support and reflective pedagogy in cultivating creativity as a core teaching competence.