VIRTUAL MUHITDA TALABALARNI O‘QITISHDA PEDAGOGIK KREATIVLIKNI SHAKLLANTIRISH

KIRISH: raqamli transformatsiya sharoitida virtual ta’lim muhitining keng joriy etilishi pedagogik faoliyat mazmunini tubdan o‘zgartirmoqda. Zamonaviy ta’lim jarayonida kreativ va raqobatbardosh mutaxassislarni tayyorlash pedagogdan innovatsion yondashuvni talab etadi. Shu bois pedagogik kreativlikni shakllantirish dolzarb ilmiy-amaliy masalaga aylangan. MAQSAD: virtual ta’lim muhitida pedagogik kreativlikni shakllantirishning nazariy asoslari va metodik imkoniyatlarini aniqlash hamda uni rivojlantirishning samarali usullarini asoslash. MATERIALLAR VA METODLAR: tadqiqotda kompetensiyaviy va shaxsga yo‘naltirilgan yondashuvlar, tahlil va sintez metodlari, shuningdek interaktiv metodlardan foydalanish tajribasi o‘rganildi. Loyiha usuli, muammoli ta’lim, bahs-munozara va tadqiqot faoliyati asosida o‘quv jarayonini tashkil etish mexanizmlari tahlil qilindi. MUHOKAMA VA NATIJALAR: natijalar shuni ko‘rsatdiki, virtual muhitda pedagogik kreativlikni rivojlantirish gnostik, loyihalash, kommunikativ va texnologik malakalarning integratsiyasi orqali samarali amalga oshadi. Interaktiv va innovatsion metodlar talabalarning bilish faolligi va ijodiy tafakkurini sezilarli darajada oshiradi. Pedagogning kreativ yondashuvi virtual muloqot samaradorligini kuchaytiradi. XULOSA: virtual ta’lim sharoitida pedagogik kreativlikni shakllantirish ta’lim sifatini oshirish va kasbiy kompetensiyalarni rivojlantirishning muhim omilidir. Ushbu jarayon raqamli ta’lim muhitida raqobatbardosh va ijodkor mutaxassislarni tayyorlashga xizmat qiladi.

INTRODUCTION: digital transformation significantly reshapes the content of pedagogical activity. Preparing competitive and creative specialists requires the implementation of innovative approaches. Therefore, the formation of pedagogical creativity becomes a pressing academic and practical issue. AIM: to determine the theoretical foundations and methodological opportunities for forming pedagogical creativity in a virtual learning environment and to justify effective ways of its development. MATERIALS AND METHODS: the research employed competence-based and learner-centered approaches, methods of analysis and synthesis, and the practice of аpplying interactive teaching methods. Project-based, problem-based, and researchoriented learning models were analyzed. DISCUSSION AND RESULTS: the results indicate that the development of pedagogical creativity in a virtual environment is ensured through the integration of cognitive, design, communicative, and technological skills. Innovative and interactive methods significantly enhance students’ cognitive engagement and creative thinking. A creative pedagogical approach strengthens the effectiveness of virtual communication. CONCLUSION: the formation of pedagogical creativity in virtual education is a key factor in improving educational quality and professional competence. It contributes to the preparation of competitive and creatively oriented specialists in the digital learning environment.