OLIY TA’LIM MUASSASALARI O‘QITUVCHILARI KREATIVLIGINI RIVOJLANTIRISHNING INNOVATSION YONDASHUVLARI

KIRISH: ushbu maqola ta'lim muhitini o'zgartirish sharoitida universitet o'qituvchilarining ijodkorligini rivojlantirishning nazariy va amaliy jihatlarini o'rganadi. Unda ijodiy pedagogik fikrlashni rivojlantirish, professional moslashuvchanlikni rivojlantirish va yangi ta'lim yechimlarini yaratish qobiliyatiga qaratilgan innovatsion yondashuvlarni amalga oshirish zarurligi asoslanadi. Raqamli texnologiyalar, o'yinlashtirish, loyihaga asoslangan o'qitish va treningga asoslangan o'qitish kabi zamonaviy usullar tahlil qilinadi. Ilmiy yondashuvlar sintezi natijalari taqdim etiladi va o'qituvchi ijodkorligini rivojlantirishga yordam beradigan pedagogik sharoitlar tizimi taklif etiladi. Maqolada ta’lim muhitining transformatsiyalashuvi sharoitida oliy ta’lim muassasalari o‘qituvchilari kreativligini rivojlantirishning nazariy va amaliy jihatlari ko‘rib chiqilgan. Kreativ pedagogik fikrlashni shakllantirish, kasbiy moslashuvchanlikni va yangi ta’limiy yechimlarni ishlab chiqish qobiliyatini rivojlantirishga qaratilgan innovatsion yondashuvlarni joriy etish zaruriyati asoslab berilgan. Raqamli texnologiyalar, geymifikatsiya, loyihaviy ta’lim va trening kabi zamonaviy usullar tahlil qilingan hamda pedagogning ijodiy salohiyatini oshirishga xizmat qiluvchi pedagogik shart-sharoitlar tizimi taklif etilgan. MAQSAD: zamonaviy sharoitda ta’lim jarayoni sifatini oshirishning zaruriy sharti sifatida oliy ta’lim muassasalari o‘qituvchilari kreativligini rivojlantirishning nazariy asoslarini yaratish va amaliy yondashuvlarini ishlab chiqish. MATERIALLAR VA METODLAR: ishda psixologik-pedagogik adabiyotlarning tizimli tahlili (J. Gilford, E. Torrens, M. Chiksentmixayi, A.V. Xutorskiy konsepsiyalari), kreativlikni rivojlantirish omillarini (shaxsiy, kasbiy, tashkiliy va boshqalar) tasniflash metodi, shuningdek, loyihaviy ta’lim va trening texnologiyalarini qo‘llash bo‘yicha pedagogik tajribalarni umumlashtirish usullaridan foydalanilgan. MUHOKAMA VA NATIJALAR: o‘qituvchi kreativligi divergent fikrlash va original g‘oyalarni yaratish qobiliyatini o‘z ichiga oluvchi integrativ sifat ekanligi aniqlangan. Uni rivojlantirishning asosiy omillari sifatida ichki motivatsiya, raqamli savodxonlik va akademik muhitning qo‘llab-quvvatlashi ko‘rsatib o‘tilgan. Ijodiy salohiyatni rag‘batlantirishda loyihaviy metod va treninglarning (aqliy hujum, «oltita qalpoq» metodi) yuqori samaradorligi isbotlangan. Raqamli platformalar, keys-metodlar va hamkorlikda o‘qitish (collaborative learning) tizimlarini joriy etish bo‘yicha tavsiyalar shakllantirilgan. XULOSA: o‘qituvchilar kreativligini rivojlantirish oliy ta’limni modernizatsiya qilishning majburiy shartidir. Innovatsion yondashuvlarni tizimli qo‘llash raqobatbardosh mutaxassislarni tayyorlashga yordam beradigan moslashuvchan ta’lim muhitini yaratish imkonini beradi. Kelgusi tadqiqotlar sun’iy intellektning pedagogik ijodkorlikka ta’sirini o‘rganishga qaratilishi mumkin.

INTRODUCTION: This article examines the theoretical and practical aspects of developing the creativity of university teachers in the context of the transformation of the educational environment. It substantiates the need to implement innovative approaches aimed at fostering creative pedagogical thinking, developing professional flexibility, and the ability to generate new educational solutions. Modern methods, including digital technologies, gamification, project-based learning, and training-based learning, are analyzed. The results of a synthesis of scientific approaches are presented and a system of pedagogical conditions conducive to the development of teacher creativity is proposed. The article examines the theoretical and practical aspects of developing the creativity of higher education faculty in the context of educational environment transformation. It substantiates the need for innovative approaches aimed at forming creative pedagogical thinking, developing professional flexibility, and the ability to generate new educational solutions. Modern methods, including digital technologies, gamification, project-based learning, and training forms of work, are analyzed. A system of pedagogical conditions that contribute to the development of teachers' creative potential is presented. AIM: to provide a theoretical justification and develop practical approaches for the development of university teachers' creativity as a necessary condition for improving the quality of the educational process in modern conditions. MATERIALS AND METHODS: the study employs a systematic analysis of psychological and pedagogical literature (concepts by J. Guilford, E. Torrance, M. Csikszentmihalyi, A.V. Khutorskoy), a classification method for creativity development factors (personal, professional, organizational, etc.), and a synthesis of pedagogical experience in implementing project-based learning and training technologies. DISCUSSION AND RESULTS: it has been established that teacher creativity is an integrative quality encompassing divergent thinking and the ability to generate original ideas. Key factors for its development were identified: intrinsic motivation, digital literacy, and academic environment support. The high efficiency of the project method and training sessions (brainstorming, the "Six Thinking Hats" method) in stimulating creative potential was determined. Recommendations are formulated for the integration of digital platforms, case methods, and collaborative learning systems. CONCLUSION: the development of faculty creativity is a mandatory condition for the modernization of higher education. The systematic application of innovative approaches enables the creation of a flexible educational environment that facilitates the training of competitive specialists. Further research may focus on the impact of artificial intelligence on pedagogical creativity.