**2.4 How creativity development can be supported in the educational process and everyday life**

Some Ukrainian researchers claim that the effect of learning activity decreases, primarily due to unproductive methods of teaching [28]. In our opinion, it happens because the necessary methods are not developed and strengthened enough.

In many institutions, the interdisciplinarity is not developed, the lack of educational actions in various situations, the most difficult tasks are not practiced enough, the more complex methods are not used, which often leads to unsuccessful activities. Due to this, students are not satisfied with activities, on the one side, they consider them as obstacles that are hard to overcome.

Traditional teaching contains, mainly, explanation and illustration elements, when the teacher poses problems based on his/her own experience and indicates his/her own ways to solve them. With this type of training, the criterion component becomes the determining one. This approach organizes educational processes based on the predominance of reproductive activity, with detailed results. Due to the said above, it is necessary to gradually change teaching methods in order to intensify the learning process, increase motivation for learning. Thus, our idea is to implement the model of creativity development in the educational process using creative projects, mind maps, case studies, and heuristic tasks (**Figure 5**).

The main difference between the model proposed and the traditional teaching model is that the teaching method used in the model is close to the assimilation of knowledge. While in traditional teaching, the assimilation of knowledge goes on a *Perspective Chapter: The Importance of Supporting Creativity Development as the Main Skill… DOI: http://dx.doi.org/10.5772/intechopen.104919*

#### **Figure 5.**

*The model of creativity development in the educational process.*

reproductive level with some minimum elements of creativity, the proposed model presents different creative tasks that correspond to a creative level of teaching.

Teaching and learning using the creative project method, mind maps, case studies, and heuristic tasks in contrast to the traditional one are a complex type of interaction system, in which the management of students' activities plays an important role. For example, in the creative project method, the level of problem items in the above method is set by two-level characteristics: the complexity of questions, problembased tasks, and assignments. Their quantity and quality are taken into account as far as the ratio of four independent types of tasks: reproductive, cognitive-practical, reproductive-search, and creative.

Teaching and learning using the creative project method, mind maps, case studies, and heuristic tasks in the model reflect the following structure: research and sustainable research (problem-based statement, hypothesis advancement, testing, and idea generation); study of the case and discussion (identification and comparison of points of view); mind mapping and simulation in the subject-content (imitationgame) and heuristic assignments.

The essential characteristic of the specified teaching model based on such activities as the creative project method, mind maps, case studies, and heuristic tasks is the reflective activity of students in intellectual and emotional-personal terms. The focus can be shifted from a procedural training plan into a context-based one and can be carried out in the following areas: special training in search procedures, the formation of a reflective thinking culture; special training in the processes of mastering and applying new techniques of the method of creative design; the formation of a discussion culture; special development of the emotional and personal side of educational activity associated with its role components; an emotional and intellectual reflection of the course of training, including simulation and heuristic modeling.

### **3. Conclusion**

Our work has led us to conclude that one of the priority vectors of modern higher education is the development of a creative personality, the formation of readiness for professional mobility, social and creative activity. In the twenty-first century, creativity is the central, pivotal characteristic of a competitive personality. Students with a constant and conscious interest in creativity, who realize their creative potential, can successfully adapt to the changing conditions and challenges of life. In the future, such students can easily create their own individual style of activity, they are more capable of self-improvement and self-realization in professional activities.

In this chapter, we have outlined that a student's creative thinking is a type of thinking that manifests itself as an integrative feature of personality. This chapter underlined the importance of criteria for creativity assessment as well as products of creative activity. The evidence from this study suggests that the results-oriented use of heuristic techniques, mind maps, project methods, and case-study enhance creativity development.

These findings add to a growing body of literature on the issue of how creativity development can be supported in the educational process and everyday life. Future studies on the current topic are therefore required experimental research in order for the proposed model of creativity development in the educational process to be verified by a larger sample size.

### **Acknowledgements**

This research was supported by the Department of English Language for Humanities and Faculty of Linguistics, Igor Sikorsky Kyiv Polytechnic Institute.

## **Conflict of interest**

The authors declare no conflict of interest.

*Perspective Chapter: The Importance of Supporting Creativity Development as the Main Skill… DOI: http://dx.doi.org/10.5772/intechopen.104919*
