Keyword: «cognitive flexibility»

The relevance of the research problem is driven by several factors, including the need to adapt to new realities in the rapidly changing modern world, as well as the importance of fostering psychological resilience to such changes. In the context of foreign language teaching, the development of flexible thinking also takes center stage. In this way, cognitive flexibility influences one’s ability to sustain communication in daily life, successfully overcome barriers in interaction, perceive learning as a process where mistakes serve as opportunities for professional growth, lay the foundation for a growth mindset, and rely on critical thinking to understand the logic of a foreign language. Of particular importance is the study of cognitive flexibility in relation to English language teaching at a non-linguistic university, where students learn both general English and English for specific purposes. The latter involves simulating real workplace scenarios, analyzing professional case studies, and engaging in specialized discussions. Accordingly, the aim of this article is to outline the psychological and pedagogical aspects of developing cognitive flexibility in non-linguistic university students by identifying its key characteristics and proposing targeted exercises. The study is grounded in cognitive flexibility theory and constructivist theory of learning. The findings reveal the following features of cognitive flexibility: the ability to adapt to changing conditions, the capacity to generate novel and creative solutions, the application of existing knowledge in new contexts, the analysis of problems or situations from multiple perspectives, the ability to switch between different rules and tasks, and the demonstration of a growth mindset. Based on these characteristics, the paper describes task types that facilitate the acquisition of essential skills for adapting to the demands of the modern world. The theoretical significance of the study lies in its comprehensive examination of cognitive flexibility, enriching the understanding of executive brain functions and their application in foreign language learning. The practical significance of the research is twofold: it expands the methodological repertoire of creative exercises for English language instructors and it demonstrates the potential for applying the proposed techniques in other educational contexts, tailored to learners' needs.

In conditions of rapid technological progress and uncertainty of the future labor market, art and creativity are transformed from additional qualities into fundamental competencies of the 21st century, necessary for successful socialization and professional adaptation of a person. The article analyzes the role of creativity in the modern educational process based on the theoretical foundations laid by Russian and foreign scientists. It is shown that the dominance of reproductive methods, the overload of curricula, the lack of teacher training and the incompatibility of creative approaches with final assessment systems suppress the creative potential of students. Practical strategies for integrating creative technologies such as problem-based, project-based and research-based learning, simulations, and creative modules into subject-based courses are proposed, with an emphasis on developing cognitive flexibility, intrinsic motivation, and a safe educational environment. Only a systematic reform of curricula, teacher training, and evaluation criteria will make it possible to transform creativity from a decorative element into the core of the educational process, ensuring the transformational effectiveness of education as a means of self-realization and social progress.