Innovative educational environment of the university as a factor in the development of integrative and creative thinking of a multilingual person

Abstract

Relevance. The relevance of the study is conditioned by the need of modern society in specialists who are able to develop and improve their professional competence in accordance with the rapid and dynamic changes of society. Purpose. The purpose of the study is to determine effective methods and approaches in the development of an integrative and creative style of thinking of students in higher educational institutions. Methodology. The theoretical and methodological basis is the synthesis of qualitative methods of structural and functional analysis of innovative approaches in higher education, and an analytical investigation of the development of integrative and creative thinking style of multilingual students. Results. This study presents the results reflecting the problem of implementing innovative approaches in the educational process, their content, forms, and methods of teaching. The paper also reveals the issues of psychological and pedagogical conditions for the development of creative and integrative thinking styles of students. The data obtained reflect the problem of adaptive learning technologies in the educational system, in particular, its individualisation in accordance with the learning vector of a multilingual person. At the same time, the paper examines the features of motivation and cognitive activity of multilingual students, the development of their divergent thinking and non-standard approach to solving problems associated with their future professional activities. In addition, as part of the scientific research, an experiment was conducted on the effectiveness of introducing innovative methods into the educational process, and a model was developed for improving pedagogical approaches in working with multilingual individuals to ensure a purposeful process of developing integrative and creative thinking in them. Conclusions. The results obtained are of practical value for employees of the pedagogical sphere and psychologists of higher educational institutions, who can influence the development, implementation, and testing of modern training programmes to achieve the tasks set for higher education.