Keyword: «критическое мышление»

In accordance with the requirements of the Federal State Educational Standards of Higher Education, educational organizations face the task of introducing effective tools for systemic cognition of the world and critical analysis of objective reality, solving complex problematic tasks by future specialists. Research in the field of the formation of processes and the development of information and mathematical competence can help in solving the task. The aim of the study is a model representation of information and mathematical competence and the process of its formation among undergraduate students, as well as an illustration of some elements of the methodology for the formation and evaluation of such competence with the involvement of a regional component. The processes of both mathematical and information competence formation in the system of basic, secondary general and higher education in the context of integration with other competences of university students are clarified by the method of theoretical analysis. The need to adjust the structure, content and model for the formation of information and mathematical competence in the context of the digital transformation of society as a whole is determined. The information and mathematical competence of a bachelor is evaluated through a set of competences, its structural components are considered from the point of view of an activity-based approach. Thus, the data obtained will be the basis for the design of the model. Building methodology for the formation of information and mathematical competence on the ground of competence-based, practice-oriented and personal approaches integration, a regional component is introduced into the content of competence-oriented tasks, when the problem situation presented in the task is not only characteristic of the student's daily academic and extracurricular life, but also reflects the peculiarities of the region (cultural, historical, socio-economic, environmental, natural, etc.). An assessment of the effectiveness of group work with the author's case task including a regional component was carried out by means of a pedagogical experiment for a comprehensive and differentiated assessment of the level of formation of the IMC. Illustrating the elements of the experimental methodology, we conclude that further research in the field of information and mathematical competence formation is promising.

The relevance of the topic under research is determined by the fact that creative thinking is a forerunner of innovations necessary for the development of society. Creative thinking fosters generating complex ideas, decision making, personal growth, also adaptation to the modern world requirements in the context of globalization and competition with artificial intelligence among professionals. Moreover, the digital era shifts focus from the transfer of knowledge to students to application of this knowledge in problem-solving. Foreign language classes, English classes in particular, open up an opportunity to unleash students' creative potential. Thus, the article aims to outline factors affecting positively the formation and development of creative skills in students in the English language classroom at a non-linguistic university. The research draws on the humanistic approach to teaching which underpins students' self-actualization. Apart from that, the work takes the tenets of the cognitivism theory as a starting point considering learners to be active participants of cognitive activity. An important role in the research is played by Vygotsky's sociocultural theory positing the value of students' interaction for acquisition of knowledge and skills. The findings of this study revealed specific features of creative thinking, its multidimensionality is shown. Theoretical knowledge about the nature of the concept under study enables to identify a number of factors ensuring activating creative thinking skills in foreign language teaching: teacher's personality and behavior, an effective learning environment, principles underpinning learning tasks. Theoretical implication of the article is due to a complex description of creative thinking that allows to deeper understand its nature and on this basis properly integrate it in English language teaching. Practical implication of the article lies in the fact that factors of activating creative thinking skills identified in the study can be applied in syllabuses and curricula design depending on the learning context, aims and learners' needs. The described principles underpinning the creative tasks allow to expand teacher's methods and maintain students' interest and motivation for learning English.