Introduction. The active development of creative industries generates a demand for improvements in the education system. Aim. This article aims to provide a comprehensive understanding of creativity, enabling the effective design of the conditions and technologies necessary for its development within the educational process. Methodology and research methods. The theoretical and methodological analysis of the topic presented in the article is grounded in synergetic, activity-based, and value-regulatory methodological approaches. Results. In accordance with the research hypothesis, “myths” or one-dimensional perceptions of creativity were identified as the most common obstacles to the incorporation of practices aimed at fostering creativity in education. The analysis facilitated the development of an integrative model of creativity, characterised as a synthesis of divergent and convergent thinking; spontaneity and manufacturability; as well as defocusing (or wandering creativity) and focusing during the creative search for values, meanings, and priorities. Scientific novelty. The scientific novelty lies in the proposal to consider creativity as a complex, non-linear process that fluctuates between chaos and order, spontaneity and manufacturability, as well as defocusing and value-based target focusing in each specific creative situation, unlike structural-integrative models. The integrative nature of creativity is shaped by the characteristics of complex self-organising systems. Practical significance. The proposed integrative approach enables the establishment of guidelines for enhancing the training of future vocational teachers in the creative industries. This approach not only articulates the factors of creativity but also defines the parameters for designing educational technologies. © 2025 Russian State Vocational Pedagogical University. All rights reserved.
Author Keywords
Index Keywords
