METHODS OF PROMOTING DIVERGENT THINKING IN TEACHING

Abstract

This article analyzes the theoretical foundations and practical methods of encouraging divergent (creative) thinking in the teacher’s professional activity. Teachers foster students’ divergent thinking by supporting unconventional ideas, creating problem situations, and promoting the culture of questioning.

Based on observation, surveys, and experimental data, the study explores how teachers’ creative approaches influence students’ cognitive activity. The findings reveal that the use of open-ended questions, project-based methods, and gamification increased students’ original thinking activity by up to 60 percent.