PEDAGOGICAL AND PSYCHOLOGICAL FOUNDATIONS OF THE ACMELOGICAL APPROACH IN FORMING STUDENTS’ CREATIVE ABILITIES

Abstract

This study examines the pedagogical and psychological foundations of the acmeological approach in forming students’ creative abilities within higher education. Creativity is treated as a multi-component construct that integrates divergent thinking, motivational readiness, self-regulation, and reflective competence, while acmeology is interpreted as a developmental framework oriented toward achieving a learner’s peak personal-professional potential. The paper argues that an acmeological model of creativity formation becomes methodologically productive when it is grounded in humanistic pedagogy, activity theory, and contemporary psychological views on self-determination and metacognitive regulation. Attention is given to the mechanisms through which educational environments stimulate creative growth: goal-setting practices, problem-based and project-based learning, dialogic interaction, and feedback that supports autonomy and mastery. The research conceptualizes acmeological support as a system of pedagogical conditions that align students’ internal resources with external educational challenges, enabling stable movement from episodic creative acts to sustained creative competence. In the context of pedagogical universities, the acmeological approach is positioned not only as a means of improving academic outcomes, but also as a strategy for strengthening future teachers’ professional creativity, adaptability, and innovation readiness. The study offers an integrative framework linking psychological determinants (motivation, self-efficacy, cognitive flexibility) with pedagogical determinants (learning design, assessment culture, mentoring), and outlines expected developmental indicators for diagnosing creative progress across stages of training.