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The article deals with the methodological approaches to understanding the content of creative competence of future professionals in decorative and applied arts, including competent approach, systematic approach, performance-approach, and individual-creative. In the course of the research, the author determines that the competent approach involves the comprehensive acquisition of knowledge and methods of practical activities, which ensures the successful operation and promotes self-realization in modern society of professionals. The significance of combining and closely intertwining scientific approaches: systemic and competence, as characterizing the systemic features of the formation of specialist competence, should take into account the fact that the characteristics are constantly changing by changes in the context of professional activity. The author concluded that the individual-creative approach promotes the formation of creativity, which involves the implementation of individual and unique activities by future professionals of decorative and applied arts, which is associated with the creation of a creative product. The content of creative competence of future specialists in decorative and applied arts is that the arts and crafts itself become multifunctional, because it acts as a tool for learning reality in retrospect, forms a value orientation, becomes a means of communication and a source of creative inspiration. A specific pedagogical feature of decorative and applied arts is that the future specialist is faced with the need to carry out individual creative activities, which provide simple opportunities for motivation for the formation of creative competence. Moreover, the professional training of future specialists in decorative and applied arts has a certain specificity and has two goals: first, it is necessary to develop creative qualities of students and stimulate their creative search through educational and independent work; secondly, it is necessary to equip future specialists with techniques, methods, technologies to stimulate and develop their creative potential in the process of professional training., Досліджуються методологічні підходи до осмислення змісту креативної компетентності майбутніх фахівців декоративно-прикладного мистецтва, зокрема компетентнісний, системний, діяльнісний та індивідуально-креативний. У ході дослідження автор визначає, що компетентнісний підхід передбачає комплексне засвоєння знань і способів практичної діяльності, що забезпечує успішне функціонування і сприяє самореалізації в сучасному суспільстві фахівців. Було доведено актуальність поєднання і тісного переплетіння наукових підходів: системного і компетентнісного, оскільки характеризуючи системні ознаки формування компетентності фахівця, треба брати до уваги той факт, що характеристики постійно змінюються відповідно до змін, які відбуваються в контексті професійної діяльності фахівця. Зроблено висновок, що індивідуально-креативний підхід сприяє формуванню креативності й передбачає здійснення індивідуальної й неповторної діяльності майбутніх фахівців декоративно-прикладного мистецтва, яка пов’язана зі створенням творчого продукту.

The educational technological sector plays a key role in the formation of technical thinking and technological culture of schoolchildren as a result of the formation of subject, meta-subject and personal competencies, above all, creativity. The activation of technical creativity in the process of learning technologies in the institution of general secondary education is achieved thanks to the pedagogical activity of the teacher. However, to this day, the problem of forming pedagogical creative competence among future technology teachers, which is aimed at the technical creativity of schoolchildren and its organization in school lessons, remains relevant. The purpose of the research is to develop approaches that determine the theoretical foundations of designing educational content, effective educational technologies, and methods of forming pedagogical creative competencies in future technology teachers, which ensure their readiness for creative technical activities in the system of general secondary education. The methodological basis of the research was regulatory and technological-heuristic approaches. The use of a regulatory approach in the training of technology teachers allows dividing it into stages related to the formation of pedagogical creative competence at the operational, tactical and strategic levels of regulation of creative activity. Instead, the technological-heuristic approach enables the creative use of educational technologies, because it has the property of strengthening the psychological basis of the process of preparation for technical creativity, which is expressed in the activation of mental processes of self-regulation of the creative activity of the future technology teacher. The result of the study is the development of a professional training system, the basis of which is the process of forming the readiness of future technology teachers for creative technical activities with schoolchildren in general secondary education institutions., У статті розкриті теоретичні засади проєктування освітнього контенту, ефективних освітніх технологій та методики формування у майбутніх учителів технологій педагогічних креативних компетенцій, які забезпечують їхню готовність до творчої технічної діяльності у системі загальної середньої освіти. Методологічну основу проведеного дослідження становили регулятивний та технолого-евристичний підходи. Використання регулятивного підходу у підготовці вчителів технологій дає змогу розділити її на етапи, повʼязані з формуванням педагогічної креативної компетенції на операційному, тактичному та стратегічному рівнях регуляції творчої діяльності. Натомість технолого-евристичний підхід дає можливість творчого використання освітніх технологій, адже має властивість посилювати психологічну основу процесу підготовки до технічної творчості, що виражається в активізації психічних процесів саморегуляції творчої діяльності майбутнього вчителя технологій. Результатом дослідження є розроблення теоретико-прогностичних аспектів фахової підготовки, основою якої є процес формування готовності майбутніх учителів технологій до творчої технічної діяльності зі школярами у закладах загальної середньої освіти.

The article substantiates the relevance of the formation of creative competence as a prerequisite for the innovative activity of future doctors of philosophy in the context of reforming the domestic system of higher education. Various scientific approaches to the definition of the concept of «creative competence» are shown. The theoretical analysis of the essence of the creative activity of teachers is carried out. It has been proved that professional creative competence is a qualitative characteristic of the level of a specialist’s preparedness for pedagogical activity, an indicator of his professionalism as a special integrative quality of a person. The features of the functioning of the mechanism for the formation of knowledge, skills and abilities necessary for the formation of a creative personality have been determined. Models of the formation of creative dimensions of the professional development of future scientific and pedagogical workers have been substantiated. The features of the formation of creative competence among future doctors of philosophy in the study of various academic disciplines are shown. The system of indicators of achievement of creative competence is highlighted. The article describes the understanding of the readiness of teachers for innovative creative activity through a specific definition of the qualities, features, forms of creative competence. The factors influencing the effectiveness of the innovative activity of teachers have been investigated. The results of the activity on the formation of the creative competence of doctors of philosophy as areadiness for future professional pedagogical activity on the principles of innovativeness have been determined., У статті доведено актуальність формування творчої компетентності у майбутніх докторів філософії як передумови їхньої інноваційної діяльності в умовах реформування вітчизняної вищої освіти. Здійснено теоретичний аналіз сутності творчої діяльності педагогів. Визначено особливості механізму формування знань, умінь і навичок, необхідних для становлення творчої особистості. Обґрунтовано моделі формування творчих вимірів професійного становлення майбутніх науково-педагогічних працівників. Виокремлено показники досягнення творчої компетентності. Досліджено чинники, які впливають на ефективність інноваційної діяльності педагогів.

Este artículo es fruto de la implementación de un Proyecto de Innovación Docente (PID) en una asignatura de traducción especializada del Grado en Traducción e Interpretación de la Universidad Pablo de Olavide (UPO). El PID se centra en la retraducción de la literatura para la infancia y la adolescencia (LIA) y persigue dos objetivos fundamentales: desarrollar la competencia creativa de los futuros egresados y concienciarlos acerca de la función del traductor como participante activo en la conformación de los valores de una sociedad determinada en un periodo histórico dado. Así, tras la exposición de unas breves reflexiones en torno a la práctica editorial de la censura de lo políticamente incorrecto en la retraducción de la LIA, se describen los objetivos del PID y la metodología de trabajo aplicada, y se presentan los resultados obtenidos y las conclusiones alcanzadas con relación al grado de aplicabilidad de este tipo de actividad en la formación de traductores. This paper is the result of the implementation of a Teaching Innovation Project (TIP) in a specialized translation course of the BA in Translation and Interpreting of Pablo de Olavide University. The TIP focuses on the retranslation of infants and adolescents’ literature (IAL) and pursues two fundamental goals: to develop future graduates’ creative competence and to make them aware of the role played by the translator as an active participant in the development of the values of a given society in a specific historical period. Thus, after presenting some brief reflections on the editorial practice of censoring political incorrectness in the retranslation of IAL, we describe the objectives of the TIP and the research methodology applied, and we show the results obtained and the conclusions reached regarding the degree of applicability of this type of activity in the context of translator training.

В статье рассматриваются особенности формирования креативной компетентности студентов, важность и необходимость которой определяется качественными изменениями в современном обществе. Глобальная информатизация, расширение международных отношений, их преобладающее значение и роль в современном информационном обществе, предполагают воспитание креативных личностей, ориентированных на инновационную деятельность, способных к самосовершенствованию и саморазвитию. Востребованы профессионалы, ориентированные на инновационную, креативную деятельность, что обусловливает одно из главных требований к образованию – его гуманистическая ориентированность, направленность на целенаправленное развитие креативной компетентности обучающихся и приобретение ими опыта креативной деятельности. В результате университеты должны готовить своих студентов к жизни, к переменам, развивать в них такие качества, как креативность, динамизм и конструктивность. Обосновано, что компетентностный подход, определяющий принципы постановки целей образования, отбора содержания образования, организации образовательного процесса и оценки образовательных результатов, ориентиры модернизации российского образования, является системным, междисциплинарным, устанавливает приоритет способности и готовности к деятельности. В статье определено различие понятий «компетенция» и «компетентность» по признаку заданного извне требования и личностного качества. Выявлены и описаны педагогические условия формирования креативной компетентности студентов: направленность субъектов деятельности на творческий поиск, моделирование ситуаций новизны и неопределенности, активизация деятельности самой личности, предоставление позитивного образца креативного поведения преподавателя, наличие достаточно оснащенной научно-методической базы, интеграция междисциплинарных связей, осуществление высшего феномена рефлексии. В статье приведены и рассмотрены наиболее эффективные методы формирования креативной компетентности в процессе обучения иностранному языку., The article discusses the features of the formation of students' creative competence, the importance and necessity of which is determined by qualitative changes in modern society. Global informatization, the expansion of international relations, their predominant importance and role in the modern information society, presuppose the education of creative personalities focused on innovation, capable of self-improvement and self-development. Professionals focused on innovative, creative activity are in demand, which determines one of the main requirements for education – its humanistic orientation, focus on the purposeful development of students' creative competence and their acquisition of experience in creative activity. As a result, universities should prepare their students for life, for change, and develop in them such qualities as creativity, dynamism and constructiveness. It is proved that the competence approach, which determines the principles of setting educational goals, selecting the content of education, organizing the educational process and evaluating educational results, guidelines for the modernization of Russian education, is systemic, interdisciplinary, sets the priority of ability and readiness for activity. The article defines the difference between the concepts of «competence» and «competence» on the basis of an externally specified requirement and personal quality. The pedagogical conditions for the formation of creative competence of students are identified and described: the orientation of the subjects of activity to creative search, modeling of situations of novelty and uncertainty, activation of the activity of the personality itself, providing a positive sample of creative behavior of the teacher, the presence of a sufficiently equipped scientific and methodological base, integration of interdisciplinary connections, the implementation of the highest phenomenon of reflection. The article presents and discusses the most effective methods of forming creative competence in the process of teaching a foreign language.

A qualitative change in modern society - global informatization,the expansion of international relations, their predominant importance and rolein the modern information society suggest the education of creative individualswho want to explore and constantly develop. As a result, universities must preparetheir students for life, for change; develop such qualities as mobility, dynamism,and constructiveness in them. At the present stage of the development of higheducation, creative competence is of the greatest interest and is an urgent need forthe development of a full-fledged student personality.

Mazkur maqolada oliy o���quv yurti talabalarida kreativ kompetentlikni rivojlantirishga qaratilgan o���quv jarayoni mazmuni, kreativlik belgilari, kreativlikni rivojlanish davri va bosqichlari yoritib berilgan. Shuningdek pedagoglarda kreativ faoliyatni tashkil etishga imkon beradigan malakalar guruhi hamda samarali metod va vositalarning ahamiyati yoritib berilgan., This article describes the content of the educational process, the signs of creativity, the stages and stages of development of creativity, aimed at the development of creative competence in university students. The importance of a set of skills and effective methods and tools that allow teachers to organize creative activities is also highlighted.

Organizacje w poszukiwaniu źródeł przewagi konkurencyjnej coraz częściej sięgają po nowe źródła wiedzy i pokłady kreatywności, niejednokrotnie znajdujące się w społecznościach wirtualnych. Na znaczeniu zyskują platformy crowdsourcingowe, które ułatwiają kontakt i komunikację z tymi społecznościami. Mówi się, że crowdsourcing jest narzędziem poszukiwania kreatywnych rozwiązań. Celem artykułu jest przedstawienie istoty kompetencji kreatywnych społeczności wirtualnych biorących udział w crowdsourcingu. Rozważania są także skoncentrowane na przejawach kompetencji kreatywnych społeczności wirtualnych oraz ich znaczeniu dla powodzenia inicjatyw crowdsourcingowych. Mimo że crowdsourcing cieszy się coraz większym zainteresowaniem wśród badaczy, to kwestia kreatywności społeczności wirtualnej stanowi obszar wciąż słabo rozpoznany. In search of a competitive advantage, organisations reach for new sources of knowledge and layers of creativity, frequently found in virtual communities. Crowdsourcing platforms, which facilitate contact and communication with these communities, are becoming increasingly important. It is said that crowdsourcing is a tool to search for creative solutions. The aim of the article is to present the idea of creative competences of virtual communities participating in crowdsourcing. The considerations also focus on the signs of creative competences of virtual communities and their significance for the success of crowdsourcing initiatives. Although crowdsourcing enjoys a growing interest of researchers, the problem of creativity of virtual communities has not been well examined yet.

�������������� �������������������� ������������ �������������� �������������������� �������������������� �������������� ���� ���������� ���������� ���������������� ������������ �������������������������� ����������������-�������������������������� ���������������� ����������, ������ �������������� ���������� �������������������������� �������� ��������������, ������������, ������������������ ������������������ �� ���������������������� �������������������� �� ���������������� ���������������� ���� ������������ �� ��������������������������, �������������������� ����������, �� �� ���������������� ������������������, ���������������������� ���� �������������������� ����������������-�������������� ������������������������-���� ������ �� ���������� �� ������������ ���������������������� �������������������� ����������������., Modern Ukrainian education requires the training of high-level light industry technicians competitive in the labor market, who must be able to realize their artistic, creative, artistic abilities in professional activities and have knowledge not only of design, clothing technology, but also artistic disciplines aimed at on the for-mation of artistic and creative competence which is one of the effective components of comprehensive devel-opment.

La creatividad es un ítem clave en el desarrollo y sostenibilidad empresarial enfocado a los nuevos retos del mundo, en esta línea temática se están realizando esfuerzos principalmente para la comprensión de la competencia creativa en las compañías y el efecto del clima y la cultura organizacional y las prácticas de recursos humanos (PRH) en el fomento o no de dicha competencia. Este trabajo investigativo se realiza en una empresa manufacturera y busca formular estrategias que contribuyan al cierre de las brechas existentes entre la competencia creativa de los empleados y la exigida por la empresa, para cada nivel organizativo a través de tres componentes base: la competencia creativa de los empleados, la percepción del clima y la cultura organizacional y las PRH adoptadas por la compañía para gestionar la competencia creativa. La identificación de brechas se hizo a partir de la comparación de lo requerido por la organización y lo encontrado en cada uno de los ítems anteriormente mencionados, los datos fueron analizados y procesados en el software SPSS versión 26. Se encontró que la competencia creativa disminuye en la medida en que se desciende del más alto al más bajo nivel jerárquico, al igual que la favorabilidad del clima y la cultura organizacional. En cuanto a las PRH se identificó que ninguna de ellas se encuentra totalmente implementada y que se presentan aspectos que las componen con una muy baja ocurrencia. Como estrategias para el cierre de brechas a la organización en mención se plantearon: entender holísticamente la creatividad, fortalecer la competencia creativa al nivel gerencial combinado con procesos creativos específicos por el nivel organizativo y acciones de cobertura global, apertura a prácticas de recursos humanos no tradicionales acompañadas de un benchmarking, incluir y destacar la creatividad en el direccionamiento estratégico de la empresa y por último prácticas de recursos humanos desde una perspectiva sistémica y en función de la creatividad. Creativity is a key item in business development and sustainability focused on the new challenges of the world. In this thematic line, efforts are being made mainly to understand creative competition in companies and the effect of the climate and organizational culture and the human resource practices (HRP) in the promotion or not of such competence. This investigative work is carried out in a manufacturing company and formulate strategies that contribute to closing the existing gaps between the creative competence of employees and that required by the company, for each organizational level through three basic components: the creative competence of employees, the perception of the organizational climate and culture and the HRPs adopted by the company to manage creative competence. The identification of gaps was made from the comparison of what was required by the organization and what was found in each of the tems, the data was analyzed and processed in the SPSS version 26 software. Creative competence decrease as one descends from the highest to the lowest hierarchical level, as does the favorable climate and organizational culture. Regarding the HRP, it was identified that none of them is fully implemented and that there are aspects that compose them with a very low occurrence. As strategies for closing gaps to the organization in question, the following were proposed: holistically understand creativity, strengthen creative competence at the managerial level combined with specific creative processes at the organizational level and actions of global coverage, openness to non-traditional human resources practices accompanied by benchmarking, include and highlight creativity in the strategic direction of the company and finally human resources practices from a systemic perspective and based on creativity.

В статье рассматривается развитие творческого воображения у учащихся начальных классов с задержкой психического развития средствами эстетического развития в условиях инклюзивного образования. The article considers creative imagination and the influence of the process of its development on social relations within an inclusive group as an element of creative competence. The study explores the interrelationships in the development of the components of the student's creative competence and determines the role of creative imagination among them.

В статье рассматриваются условия и сложности реализации компетентностного подхода в творческом образовании. Автор рассматривает возрастание социального заказа на креативность, который делает актуальным творческое образование. The article discusses the conditions and difficulties for the implementation of the competence-based approach in creative education. The author refers to the growing social order for creativity, which makes creative education relevant.

The relevance of the presented paper is related to the problem of creative competence formation in Information-Educational Environment of university. The “modern” teacher's personality is formed in a period of rapidly changing information-technological conditions of professional reality in school. The goals of education are changing very quickly, and teacher preparation programs depend on demand for the modern educational era. Russian and foreign practice of Information-Educational Environment of university development shows the tendency to growing ability in teacher training in quickly solving non-standard tasks in teacher education. The components of IEE of university provides the result of linking between previously learned and new patterns of teaching and learning activities, thus, creative competence in teachers is readiness to see real-life problems and to solve them in classroom by means of IEE. This issue presents the necessity of practical approach of IEE methods and tools implementation in activation the progressive creative self-development in future teacher. Creative competence in future teachers involves working in new conditions. Consequently, the modern IEE resources give the best opportunities to the ability for flexibly adjustment to the requirements of the educational system.

У дослідженні визначено педагогічний зміст креативності підлітків, подано експертні параметри та критерії креативної компетентності, їх вияви та рівні сформованості. Здійснено аналіз дослідно-експериментальної роботи з вивчення ефективності упровадження в освітній процес організаційно-методичної моделі розвитку креативності підлітків на інтегрованих уроках музики. Проаналізовано хід та результативність констатувального та підсумкового етапів експерименту, The study, devoted to the problem of creativity development of teen-age pupils in the process of the integrated music study, presents the substantiation of the fact that the solution of this problem by art is urgent for today. The paper analyzes the scientific literature about questions of the research, describes theoretical-methodological bases of the study of the creativity phenomenon, reveals the state of the problem of the creative development of a person of a teen-age pupil by art means, considers this problem by forming a creative competence, presented as a pedagogical connotation of the psychological phenomenon of teenagers’ creativity at integrated music lessons. The author of the paper gives his own definition of the notions “creativity” and “creative competence” of a teenager, determines expert parameters and criteria of the creative competence (associative-creative thinking, creative imagination, artistic power of observations, art-self-presentation), used at pupils’ diagnostication, manifestations and levels of the studied phenomenon formation. The author analyzes peculiarities of the content and process of the experimental work on studying the effectiveness of introducing the organization-methodical model of teenagers’ creativity development at integrated music lessons that includes the stages of teenagers’ creativity development (motivation-content, informative-cognitive, creative-praxiological, summary-resulting) and components of the pedagogical support of integrated music lessons that includes complied regularities and principles of art study, determined conditions, art methods and ways of teenagers’ creativity development, separated non-standard forms of integrated music lessons, modernized didactic means and pedagogical technologies of teenagers’ creativity development at integrated music lessons, into the educational process of secondary educational institutions. The paper describes the course of the consulting and summarizing stages of the experiment, analyzes their effectiveness. The author makes a conclusion about the fact that the effectiveness of creativity development in the structure of a personality of a pupil-teenager is conditioned by improving the content, forms and methods of the base education of school-children, directed on formation of highest human needs in creative self-representation. Creativity as a personal phenomenon is an important ability of teenagers to creative self-representation in the art-creative activity

В статье обосновывается идея о том, что творческая компетенция является одним из значимых компонентов в структуре социальной компетентности студентов СПО. Определение понятия «творческая компетенция» основывается на результатах анализа исследовательских работ разных авторов с учетом мнения работодателей и требований законодательства к уровню подготовки выпускников СПО. Раскрывая содержание понятия «творческая компетенция», автор особое внимание уделяет организационно-педагогическим условиям, которые будут способствовать творческой самореализации личности студентов как в процессе, так и после завершения обучения в образовательной организации. Обобщается практический опыт по реализации организационно-педагогических условий обучения и воспитания, направленных на формирование творческой компетенции у студентов Ставропольского строительного техникума., The article substantiates the idea that creative competence is one of the significant components in the structure of social competence of students of secondary vocational education. The definition of the concept of “creative competence” is based on the results of the analysis of research works by different authors, taking into account the opinion of employers and the requirements of the legislation to the level of training of vocational education graduates. Revealing the content of the concept of “creative competence”, the author pays special attention to organizational and pedagogical conditions that will contribute to the creative self-realization of students’ personality both in the process and after completion of training in an educational organization. Practical experience in the implementation of organizational and pedagogical conditions of education and upbringing aimed at the formation of creative competence among students of the Stavropol Construction College is summarized.

В статье рассматриваются особенности воображения как структурной составляющей креативной компетентности детей с задержкой психического развития., The article describes theoretical foundations of the competence-based approach in education and specific features of imagination as a structural constituent of the creative competence of children with disorders of psychological development., Специальное образование, Issue № 1 (57), Pages 96-107

This article emphasizes a current issue of modern education, the one of interdisciplinary tea- ching and learning. There are speci$ied the most important positive effects of applying interdisciplinarity in educational practice, and also the main obstacles which impede applying this principle on a large scale. This article provides examples of content level connections between mathematics discipline, chemistry, physics and biology

The relevance of the paper lies in the need of garment manufacture in highly qualified technical designers, who can apply their artistic, creative and art skills in practice and have knowledge not only about design, clothing technology but also about artistic courses aimed at developing artistic and creative competence. The paper aims to study the components of artistic and creative competence of clothing technical designers in the scientific literature and analyze the essence of this competence. Methods: a classic analysis of psycho-pedagogical, scientific and methodological literature, legal acts and documents, educational and methodical documents and proceedings of conferences to generalize conceptual approaches to solving the problem under study to reveal the essence of artistic and creative competence of clothing technical designers; generalization – to integrate and group different classifications of artistic and creative competence into an integral unity, which manifests itself in the ability of the individual to work effectively in the professional field to formulate relevant conclusions. Results. The paper studies and reveals the components of artistic and creative competence of clothing technical designers. Also, it contains a theoretical analysis of recent publications on the study of artistic, creative, as well as artistic and creative competences. The paper shows that artistic and creative competence plays a leading role in the structure of the professional competence of students majoring in Light Industry Technologies. Modelling and Design of Industrial Products (specialty No 182). This competence combines ... Conclusions: every type of competences plays a particular role in the professional development of specialists. The competences related to the specifics of artistic and creative activities are incredibly essential for future clothing technical designers. Artistic and creative competence plays an essential role in the general structure of multidimensional professional competence of future clothing technical designers and is rather multidisciplinary...

This think piece is based on the combined insights from several decades of research and practice in the field of creativity, communication of new ideas and educational design. It suggests that the continuous introduction of robots and artificial intelligences will take over lots of the tasks that are based on logic and causal thinking. That it will even be able to produce ideas based on simple relative creativity, thus potentially making simple creative processes and creative techniques obsolete for the future workforce and entrepreneurs. It also suggests that this ﰁtake-over of tasksﰂ opens up for the opportunity to direct general human capacity into solving increasingly complex problems created and faced by the human race, where creativity will be desperately needed. As a result, we may enter a new and more inclusive golden era in the history of mankind. In order for this to succeed the educational system will need to go beyond simply teaching creative process methods and creative techniques. It needs to systematically integrate holistic creativity curriculum as a fundamental component throughout all levels of education. It needs to define, explore, invent, experiment and disseminate approaches for holistic and systematic development of creative competences and creative confidence so that graduates will gain creativity as a second nature.

В статье рассматривается учебно-методическое обеспечение в качестве средства формирования креативной компетентности будущего педагога профессионального обучения The article discusses the educational and methodical support as a means of forming the creative competence of the future pedagogues of professional education

Досліджені особливості розвитку креативної компетентності студентів технічних вузів у процесі викладання курсу з вищої математики. Визначено основні психолого-педагогічні підходи щодо розуміння поняття "креативна компетентність інженера". Креативна компетентність, як складова професійної компетентності інженера, обумовлена необхідністю розвитку творчих здібностей студента технічного університету з метою прояву ініціативи, самостійності, творчості та дослідницьких здібностей у його майбутній інженерній діяльності. Вища математика дає можливість майбутньому інженеру навчитися краще розуміти сенс поставленого перед ним завдання, вміти правильно й логічно міркувати, отримати навички алгоритмічного мислення. Взагалі, вища математика, як навчальний предмет, потрібна для інтелектуального розвитку особистості. Важко уявити собі галузь науки, яка могла б вирішувати свої завдання без застосування знань з математики та використання математичних методів для розв'язання поставлених задач. У роботі також окреслюються групи методів та підходів, які використовуються у процесі викладання вищої математики для формування необхідної компетенції. Зроблено висновок, що застосування змішаної моделі навчання у математичних дисциплінах значно підвищує зацікавленість студентів в освоєнні дисципліни, надає викладачу більше інструментів та можливостей для формування креативної складової, стимулює студента до пізнавальної та самостійної роботи, надає більше можливостей для розширення й поглиблення знань та формування необхідних навичок та якостей, зокрема, креативності, тобто створює концепцію розвитку нової педагогічної технології в організації навчання. У статті відокремлені етапи розвитку креативних можливостей студентів в процесі вивчення курсу вищої математики в технічному університеті: 1 – мотиваційний (вивчення літератури, підвищення мотивації вивчення за рахунок постановки завдань з інших областей знань; ознайомлення з основними поняттями); 2– підготовчий (здійснення спільної з викладачем творчої діяльності); 3 – дослідницький (спільне, групове та індивідуальне рішення задач творчого характеру); 4 – компетентнісний (самостійна творча математична діяльність). The peculiarities of the development of creative competence of students of technical universities in the process of teaching higher mathematics are investigated in the article. The basic psychological and pedagogical approaches for understanding the concept of "creative competence of an engineer" are defined. The creative competence as a component of the professional competence of an engineer is needed to develop creative abilities of students of technical universities in terms of taking more initiative, independence in solving tasks, creativity, research abilities in their future engineering activities. The subject of higher mathematics gives to a future engineer a good opportunity to understand a task meaning better, to think correctly and logically, to acquire the skills of algorithmic thinking. Also, the higher mathematics is generally required for an intellectual development of the individual. It is difficult to imagine science or its branch that could solve its tasks without knowledge of mathematics and using mathematical methods for solving those problems. Furthermore, in the paper, the group of methods and approaches required for the formation of necessary competence during the teaching of the higher mathematics are defined. It is concluded that the application of the mixed model of teaching in mathematical disciplines significantly increases the students’ interest in mastering the discipline, gives to the lecturer more tools and opportunities for the formation of creative component, stimulates the student for cognitive and independent working, provides more opportunities for expansion and deepening into knowledge qualities, in particular, the creativity, i.e. creates the concept of development of new pedagogical technology in the organization of teaching. Moreover, the stages of development of students’ creative abilities in studying the course of the higher mathematics at a technical university are explained in the article as well. The following stages can be highlighted: 1 – motivational (literature search, increasing motivation for studying at the expense of setting tasks from other areas of knowledge; familiarization with the basic concepts); 2 – preparatory (realization in conjunction with the lecturer of creative activity); 3 – research (individual and group solving creative tasks); and, finally, 4 – competent (independent creative mathematical activity).

The article is devoted to the research of the conditions for the formation of creative competence in the process of professional training of students of higher educational institutions. Attention is drawn to the fact that the task of higher educational institutions is not only to increase the level of professional competence of graduates, but also in the formation of a creative, mobile, socially sustainable personality, who is capable to adapt to the new conditions of modern life, ready for to self-extracting knowledge and self-development, to the effective application of this knowledge in educational and professional activities. Thereby, the question arises about the introduction of creativity in the list of leading competencies in the process of training future specialist. Creativity as a holistic, integrative personality trait, connected with the motivation, emotions, competence, creative thinking is considered. The article defines definition of creative competence, indicators of creativity and features of the structure of the creative personality are characterized. Also, an attention is focused on the fact that the basic condition of forming creative competence in professional training is the use in the educational process an innovative teaching method aimed on forming students' abilities to self -understanding the meaning of professionally meaningful information. The realization of these methods should take place in the framework of educational models which have creative in nature and provide quality improvement of higher education in general is emphasized in the article.

The article is devoted to the research of the conditions for the formation of creative competence in the process of professional training of students of higher educational institutions. Attention is drawn to the fact that the task of higher educational institutions is not only to increase the level of professional competence of graduates, but also in the formation of a creative, mobile, socially sustainable personality, who is capable to adapt to the new conditions of modern life, ready for to self-extracting knowledge and self-development, to the effective application of this knowledge in educational and professional activities. Thereby, the question arises about the introduction of creativity in the list of leading competencies in the process of training future specialist. Creativity as a holistic, integrative personality trait, connected with the motivation, emotions, competence, creative thinking is considered. The article defines definition of creative competence, indicators of creativity and features of the structure of the creative personality are characterized. Also, an attention is focused on the fact that the basic condition of forming creative competence in professional training is the use in the educational process an innovative teaching method aimed on forming students' abilities to self -understanding the meaning of professionally meaningful information. The realization of these methods should take place in the framework of educational models which have creative in nature and provide quality improvement of higher education in general is emphasized in the article.

The essence of the "creative competence" concept in the context of formation of creative potential of future engineer is defined in the article. It is claimed that the creative competence as a ities development of the technical university student for the purpose of an initcomponent of professional competence of the engineer is defined by necessity of creative abiliative, independence, creativity, research abilities demonstration in its future engineering activity. Author's determination of creative competence of the modern engineer as a complex personal entity is provided that encompasses the sphere of intelligence, emotions, moral values and authorizes on essentially new integrative level of the acquired competences transfer from one vital activity branch to another with purpose either achievements of principally new activity result or performance of activity at fundamentally new qualitative level. It is emphasized that the creative competence includes motives, goals, valuable orientations, knowledge, abilities, skills and manifests itself in each component at various levels of activity. In structure of creative competence the main characteristics are selected: activity of the personality, developed creative thinking, perception, creative imagination; intellectual qualities; ability to solve problematic tasks; existence of motives and needs of creative activity, motivation for success; valuable orientations; personal properties providing efficiency of adoption process of the creative decision; a reflection concerning own creative activity, etc. The author's model of creative competence structure, including motivational-axiological, cognitive, activity-conative and personality-reflexive components is proposed. It is noted that dynamic interaction of these components fully covers the properties of the personality, knowledge and skills necessary for training of technical universities students for creative competence identification of professional activity. The main constituents entering a cluster of components of creative competence of future engineer are described. It is highlighted that formation of the creative competence as a complex of personal and professional resources providing in the future a possibility of the effective solution of professional tasks has to become an integral part of future engineer training.