STRUCTURAL-LOGICAL SCHEMES AS A DIDACTIC TOOL FOR DEVELOPING STUDENTS’ CREATIVE POTENTIAL IN THE STUDY OF THE HUMANITIES

Abstract

Introduction. Modern higher education increasingly focuses on developing students’ creative potential, critical thinking, and the ability to independently structure and interpret knowledge. In the context of studying humanities, these competencies become particularly important, as such disciplines require interpretation of texts, comparison of theoretical concepts, and analytical understanding of cultural phenomena. Therefore, the search for effective didactic tools that promote the development of creative thinking and meaningful learning becomes highly relevant. One of such tools is the use of structural and logical schemes, which allow visualizing relationships between concepts and organizing complex information in a structured form.

Purpose. The purpose of the article is to provide a theoretical substantiation of the use of structural-logical schemes as a didactic tool for developing students’ creative potential in the study of the humanities and to determine the specific features of their application in the educational process.

Methods. The research is based on theoretical methods, including analysis and synthesis of scientific literature, comparison and generalization of pedagogical approaches, as well as modeling of educational situations involving the use of structural and logical schemes in the study of humanities disciplines.

Results. The study shows that the creation of structural and logical schemes activates key cognitive operations such as analysis, synthesis, comparison, abstraction, and generalization. Their use contributes to deeper understanding of educational material, development of creative thinking, and formation of students’ ability to independently structure knowledge. Examples from philosophy, literature, and Ukrainian language courses demonstrate that structural and logical schemes help students identify relationships between concepts, interpret educational content, and create their own models of knowledge organization.

Originality. The scientific novelty of the research lies in substantiating the role of structural and logical schemes not only as a means of systematizing educational material but also as an effective tool for developing students’ creative potential in the process of studying humanities.

Conclusion. The results of the study confirm that the use of structural and logical schemes in the educational process enhances students’ cognitive activity, promotes the transition from reproductive to productive learning, and contributes to the development of creative thinking. The practical value of the research lies in the possibility of applying structural and logical schemes in teaching humanities disciplines, particularly in courses of philosophy, literature, and Ukrainian language.