Integrating Creative Thinking Of Philology Students With Pedagogical Decision-Making Competence
DOI:
https://doi.org/10.55640/eijp-05-11-45Keywords:
Creative thinking, Pedagogical decision-making, Philology education, Higher educationAbstract
This article examines the intricate relationship between creative thinking and pedagogical decision-making among philology students, emphasizing the need to integrate these competencies to enhance professional readiness in educational contexts. By exploring the cognitive, metacognitive, and affective dimensions of creativity within the philological domain, the study elucidates how students’ imaginative capacities influence their capacity to make informed, reflective, and contextually appropriate pedagogical decisions.
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