Keyword: «креативное мышление»

The relevance of the study is driven by the need to integrate digital technologies into the educational process of the university, aimed at overcoming resource limitations and developing creative thinking in graduate students. The aim of the work is to justify the didactic potential of gamification for the development of creative thinking among graduate students in foreign language classes and to demonstrate its practical application through the development of tasks corresponding to the levels of Benjamin Bloom's taxonomy. The leading approach of the study was an integrative approach that combines theoretical concepts and practical aspects for a comprehensive analysis of the gamification implementation process. It is implemented through an algorithm that includes the stages of diagnosing educational needs, choosing game mechanics, integrating them into the educational process and evaluating the results. The theoretical significance of the study lies in systematizing the relationship between gaming methods, Bloom's taxonomy levels and language learning. This expands didactic approaches in pedagogy, offering a model that can be adapted to various disciplines. The practical value of the work is confirmed by the development of problem-oriented cases. These tools transform traditional teaching methods, making them more dynamic and compliant with the requirements of the globalized world. Thus, gamification in foreign language learning acts as a catalyst for creative thinking, allowing students to experiment, make mistakes, and find non-obvious solutions in a safe gaming environment. The proposed methods demonstrate how game approaches combine the development of language skills with metacognitive competences, which is critical for training specialists who can effectively operate in a multicultural professional environment. The algorithms and cases developed in the study can be adapted to other disciplines, strengthening the connection between theory and practice in modern education.