THE RELATIONSHIP BETWEEN THE CREDIT‑MODULE SYSTEM AND STUDENT CREATIVE ACTIVITY IN HIGHER EDUCATION

Abstract

This article explores the connection between the credit‑module system and the creative activity of students in higher education. It examines how modular curriculum design, student autonomy, and modern pedagogical practices within the credit‑module framework influence the development of creative thinking, innovation, and independent problem‑solving skills. The study synthesizes recent research and educational trends that highlight the positive impact of credit‑based learning structures on student engagement and creative performance, offering insights for educators and policymakers seeking to foster creativity in academic settings