TALABALARNING KREATIV KOMPETENTSIYASINI GRAFIK DASTURLAR VOSITASIDA RIVOJLANTIRISH: NAZARIY VA PEDAGOGIK-PSIXOLOGIK ASOSLAR

KIRISH: mazkur maqolada talabalarning kreativ kompetentsiyasini grafik dasturlar vositasida rivojlantirishning ilmiy-nazariy va pedagogik-psixologik asoslari tahlil qilinadi. MAQSAD: rangtasvir fanida art-specific kreativlik tushunchasining mohiyatini ochib berish, grafik dasturlarning qiyosiy tahlilini amalga oshirish va toʻrt bosqichli “Integral tizim”ni asoslash. MATERIALLAR VA METODLAR: pedagogik-psixologik nazariyalar tahlili (Guilford, Torrance, Csikszentmihalyi, Maslow), grafik dasturlarning qiyosiy tahlili, xalqaro maqolalar sharhi (Bakreski, 2022; Omonov & Rustamova, 2025; Khoroshunova, 2019; Zaevskaya, 2024), pedagojik tajriba-sinov (N=48), TTCT va CAT metodikalari, Student t-testi. NATIJALAR VA MUHOKAMA: tajriba guruhida kreativlik koʻrsatkichlari nazorat guruhiga nisbatan sezilarli yuqori boʻlдi (p < 0.01). Krita dasturi Oʻzbek taʼlimi uchun eng maqbul vosita sifatida asoslandi. Toʻrt bosqichli «Integral tizim» algoritmi aniqlandi. XULOSA: grafik dasturlar art-specific kreativlikni rivojlantirishning samarali vositasi hisoblanadi. Natijalar Oʻzbekiston 24 telekanalida amaliy tasdiqlandi (12.03.2026, 05-09-428-son).

INTRODUCTION: this article analyzes the scientific-theoretical, pedagogical, and psychological foundations of developing students' creative competence using graphic software. AIM: the study aims to reveal the essence of the concept of "art-specific creativity" within the discipline of painting, conduct a comparative analysis of graphic software, and substantiate a four-stage "Integral System". MATERIALS AND METHODS: the research involves an analysis of pedagogical and psychological theories (Guilford, Torrance, Csikszentmihalyi, Maslow), a comparative analysis of graphic software, and a review of international literature (Bakreski, 2022; Omonov & Rustamova, 2025; Khoroshunova, 2019; Zaevskaya, 2024). The experimental-pilot study was conducted with a sample of $N=48$, utilizing the Torrance Tests of Creative Thinking (TTCT), the Consensual Assessment Technique (CAT), and the Student’s t-test for statistical verification. RESULTS AND DISCUSSION: creativity indicators in the experimental group were significantly higher than those in the control group ($p < 0.01$). The Krita software was identified as the most optimal tool for the Uzbek education system. Furthermore, the algorithm for the four-stage "Integral System" was defined. CONCLUSION: graphic software is an effective tool for developing art-specific creativity. The results were practically confirmed and broadcast on the Oʻzbekiston 24 TV channel (March 12, 2026, No. 05-09-428).