Keyword: «креативность»

Vocational training in secondary vocational education (SVE) institutions under the programs for training workers (employees) and programs for training mid-level specialists is developing dynamically, and it is increasingly focused on the needs of the economy and industry. Professional mobility is mentioned among the most in-demand professional qualities of a college graduate, which is due to the growing trend of continuous technological development and the increasing importance of lifelong learning that is based on professional mobility. That is why our research is of particular relevance. However, the SVE system still does not pay enough attention to the purposeful, systematic, and comprehensive development of professional mobility among college students. In this regard, the aim of the study is to present the process of comprehensive formation of professional mobility in the educational and extracurricular activities of students in the context of mutual mentoring in a professionally oriented environment, as well as during the period of educational practice in college and the organization of practice at specialized enterprises. The objectives of our research are as follows: to specify the essence and content of the concepts of "mutual mentoring" and "professional mobility" based on the analysis of scientific literature; to select and implement a program for the formation of professional mobility at a secondary vocational education institution; to identify the organizational and pedagogical conditions and develop a model for the formation of professional mobility in the process of mutual mentoring. The main approaches are as following: the professional activity-oriented approach provides a fundamentally different consideration of the goals and objectives of training in a vocational school compared to the traditional knowledge-based approach in personnel training; the dual approach involves strengthening social partnership; and the personality-oriented approach focuses on individualization of training. The article discusses the methodology for organizing practice aimed at developing professional mobility by means of mutual mentoring. The article presents the final results and identifies areas for further research. The theoretical significance of the article lies in clarifying the essence and content of the concepts of "mutual mentoring" and "professional mobility." The article also develops a structural and content model as well as a scheme for collaboration between colleges and specialized enterprises. The authors identified diagnostic tools, criteria, indicators, and developed an optional course "Fundamentals of Professional Mobility." The practical significance of the article lies in the fact that the research findings provide new opportunities for developing the professional mobility of college teachers and students. These findings can be used by college teachers, technical school teachers, university professors involved in training teachers and supervisors for secondary vocational education, as well as by teachers of labor training (technology) in secondary schools.

This article presents a modified version of the “Incomplete Figures” subtest originally developed by Ellis Paul Torrance. The relevance of the study is determined by the increasing role of creative competency within the system of art and design education, as well as by the need to develop diagnostic instruments that account for the specific features of students’ visual and figurative thinking. In educational practice, standardized creativity tests are widely applied, including the Torrance Tests of Creative Thinking; however, their implementation in art education encounters a number of limitations related to the nature of the stimulus material and the professional orientation of students’ activities. The aim of the article is to develop and conduct an initial validation of a modified version of the Torrance subtest aimed at assessing the activity-based component of creative competency, as well as to analyze its diagnostic potential in samples of schoolchildren and university students. The modification is based on the use of more complex stimulus material and involves completing a series of sequential graphic tasks followed by an analysis of the produced works according to the criteria of fluency, originality, elaboration, and resistance to premature closure. The validation of the proposed modification was carried out among undergraduate students majoring in Design and primary school students receiving supplementary art education. The study identified age- and context-related characteristics in the manifestation of specific indicators of creative thinking and confirmed the diagnostic applicability of the proposed modification when working with different categories of learners. The theoretical significance of the research lies in the systematization and updating of scholarly approaches to creativity assessment in the context of art and design education. The practical significance consists in the possibility of applying the proposed modification in educational and research practice for analyzing the development of students’ creative competency and monitoring its developmental dynamics.

This paper explores the impact of artificial intelligence (AI) and new digital technologies on learning and cognition. It examines the key aspects of digital thinking, its formation, and development in the context of rapid digitalization. The paper analyzes how AI and modern technologies, such as adaptive learning, virtual and augmented reality, and big data, are changing traditional approaches to education by personalizing the learning process, providing access to unlimited amounts of information, and developing new cognitive skills. Both the potential benefits and challenges of integrating AI and new technologies into education are explored, including issues of digital inequality, ethics, data security, and the need to redefine the role of the educator in the new educational paradigm. Special attention is given to developing critical thinking, creativity, and lifelong learning skills in the digital age.