DIAGNOSING STUDENTS' CREATIVE ABILITIES THROUGH AN INTEGRATIVE APPROACH

Abstract

The rapid transformation of contemporary education systems necessitates the development of students’ creative competencies as a fundamental component of twenty-first-century skills. Higher education institutions are increasingly expected to prepare graduates capable of innovative thinking, problem-solving, and interdisciplinary collaboration. This study examines the effectiveness of an integrative educational approach in assessing and fostering creative competencies among university students. The research is based on the premise that creativity cannot be adequately measured through traditional cognitive assessments alone and requires a multidimensional diagnostic framework. A comprehensive model integrating psychological, pedagogical, interdisciplinary, and digital assessment tools was employed. The study utilized Torrance Tests of Creative Thinking, motivational questionnaires, expert evaluations, reflective journals, and electronic portfolio assessment. The findings indicate that students participating in integrative diagnostic and learning activities demonstrated significantly higher levels of creative development, originality, flexibility, and problem-solving skills than those assessed through conventional approaches. Furthermore, the results reveal that integrative diagnostics not only serve as an assessment mechanism but also contribute directly to the enhancement of students’ creative potential.