DEVELOPING THE CREATIVE POTENTIAL OF A FUTURE SPECIALIST BASED ON A COMPETENCY-BASED APPROACH

Аннотация

This article explores the importance of developing the creative potential of future specialists through a competency-based approach in education. In the context of globalization and digitalization, creativity has emerged as a core professional and meta-cognitive competence necessary for navigating complex challenges and generating innovative solutions. The paper analyzes theoretical foundations of creativity, outlines pedagogical strategies and methods aimed at fostering creative thinking, and presents the role of competency-based education (CBE) in shaping a new generation of professionals. It is emphasized that modern educational institutions must rethink curricula, assessment, and instruction to support the formation of creative competencies inlinewith labormarket demands and personal growth objectives. Kеywоrds: creative potential, competency-based education, innovation, future specialist, pedagogical strategies, soft skills,creativity ineducation. INTRОDUСTIОN In the 21st century, creativity is no longer viewed as a trait exclusive to artists or inventors—it has become a universal requirement for every specialist in every field. Rapid technological advances, the unpredictability of global challenges, and the increasing complexity of professional environments necessitate individuals who are not only knowledgeable but also imaginative, adaptable, and capable of producing original solutions. Hence, creativity is now considered a vitalcomponent ofmodern professional competence. The competency-based approach in education, which focuses on the development of practical skills, attitudes, and values alongside knowledge, provides a suitable framework for nurturing creative potential in future specialists. Unlike traditional education systems that prioritize content memorization, competency-based education (CBE) emphasizes outcomes, learner autonomy, and lifelong learning skills. Within this context, fostering creativity becomes both an educational goal and a mechanism for developing other key competencies, such as critical thinking, communication, and collaboration [2]. MАTЕRIАLSАNDMЕTHОDS Creative potential refers to the inherent and nurturable capacity of an individual to generate original ideas, solve problems innovatively, and produce meaningful outcomes across various domains. It comprises divergent thinking, openness to experience, intrinsic motivation, and the ability to integrate knowledge from multiple fields. In the professional context, creativity is not confined to aesthetic expressions but involves design thinking, strategic problem-solving, and innovation management. Modern research identifies creativity as a dynamic competence that can be stimulated through appropriate pedagogical interventions. According to Torrance and Guilford, creativity is measurable and improvable. This perspective underlies the inclusion of creative capacity within www.wordlyknowledge.uz ILMIYMETODIK JURNAL JOURNAL OFIQRO –ЖУРНАЛ ИҚРО –IQRO JURNALI –volume 15,issue01,2025 ISSN:2181-4341, IMPACT FACTOR( RESEARCH BIB )–7,245,SJIF–5,431 the competency models developed by the OECD, UNESCO, and various national education systems [3]. RЕSULTSАNDDISСUSSIОN Competency-based education focuses on students' ability to apply what they learn in real-world situations. It supports flexible pathways to mastering competencies and integrates knowledge with practical tasks. In this approach, creativity is both an outcome and a condition for mastering other competencies, suchas adaptability, digital literacy, andentrepreneurial thinking. CBE environments often implement project-based learning (PBL), problem-based learning, and design thinking frameworks, which actively engage students in solving authentic problems and exploring innovative ideas. Through these models, learners are encouraged to experiment, fail forward, and reflect—key habits ofcreative professionals [4]. Moreover, assessment in CBE moves beyond standardized testing toward performance-based evaluation, including portfolios, presentations, and peer assessments that value originality and growth over rote accuracy. A key aspect in fostering creative potential within a competency-based education (CBE) framework lies in cultivating what scholars increasingly define as “transformational creativity”—a form of creativity that not only generates novel ideas but fundamentally reconfigures problem spaces and knowledge domains. For future specialists operating in volatile and rapidly evolving professional environments, it is not enough to apply existing knowledge creatively; they must be able to redefine problems, challenge assumptions, and imagine entirely new frameworks. In this regard, the role of “creative self-efficacy”—an individual's belief in their own creative abilities—emerges as a critical psychological variable. Studies show that when learners perceive themselves as capable of original thinking, they are more likely to engage in experimentation, take intellectual risks, and pu