University teacher creativity in the paradigm of digital transformation in education

Abstract

Purpose. The purpose of the article is to substantiate theoretically the role of university teacher creativity in the paradigm of digital transformation of education and to identify the main directions of its manifestation in the modern education.

Methodology. The methodological basis of the study is a comprehensive scientific and theoretical approach that combines the ideas of humanistic pedagogy, creativity theory, and competence-based and innovative approaches in education. In the work the methods of analysis, synthesis, generalisation and systematisation of scientific sources on the issues of teacher creativity, digital transformation of education and modern pedagogical practices were used. That made it possible to clarify the meaning of the concept ‘university teacher creativity,’ identify its structural components, and substantiate the role of a university teacher's creative potential as a key factor in improving the quality of education in the context of digital change. The use of qualitative analysis ensured the interpretation of changes in the professional activities of university teachers and allowed us to formulate results, conclusions about the importance of creativity as a strategic resource for the education modernisation.

Result. As part of the research, the author-developed programme was designed for developing university teachers' creativity, aimed at forming creative thinking, an innovative style of pedagogical activity, and readiness for professional transformations in the context of education digitalisation. The university programme consists of eight thematic lessons that combine elements of communication practices, reflection, and educational design. Its content is focused on developing flexibility of thinking, improvisational skills, innovative methods, pedagogical expressiveness, and the ability to self-reflect.

The particular attention is focused on reflective practices, which will allow university teachers to become aware of their own creative identity and professional changes. Due to this, university programme participants will be able to form individual trajectories of creative development, determine directions for further self-improvement, and define their own role as agents of innovation in educational environment.

Conclusions. The study confirmed that university teacher creativity is an important factor in improving the quality of higher education in the context of digital transformation. It enables university teachers to respond flexibly to the challenges of the modern educational environment, introduce innovative teaching methods, create a motivational learning surrounding, and develop 21st-century competencies for students.

An analysis of scientific sources has allowed us to define creativity as an integrative professional and personal characteristic that combines flexibility of thinking, improvisation, critical thinking, innovation, imagination, risk-taking, and the ability to reflect. It is the interaction of these components that ensures effective pedagogical activity in the modern educational environment.

Thus, the development of university teacher creativity should be considered a strategic direction for education modernisation, contributing to the development of an innovative culture, improving the quality of education, and training competitive specialists for modern society.