PSYCHOLOGICAL FACTORS INFLUENCING THE DEVELOPMENT OF CREATIVITY COMPONENTS IN PRE-SERVICE TEACHERS UNDER DIGITAL EDUCATION CONDITIONS

Digital transformation in education has fundamentally reshaped approaches to training future teachers and has intensified the demand for creative, adaptive, and innovative pedagogical competencies. This article examines a comprehensive set of psychological factors influencing the development of creativity components among pre-service teachers in the context of digital learning environments. Drawing on contemporary theoretical models (Guilford, Runco, Sternberg, Csikszentmihalyi) and recent empirical evidence (2020–2024), the study identifies cognitive, motivational, emotional, and socio-psychological determinants that shape students’ creative performance. A mixed-method empirical investigation involving 214 pre-service teachers was conducted to examine correlations between digital activity, digital self-efficacy, emotional resilience, and creativity scores. Quantitative findings reveal statistically significant relationships between the intensity of digital engagement and levels of divergent thinking, creative curiosity, collaborative creativity, and emotional expressiveness. The study contributes to advancing pedagogical psychology by offering a multidimensional model of creativity formation tailored to digital education settings.

Recommendations are formulated for optimizing teacher education programs to enhance students’ creative potential through psychological support, digital competency training, and interactive learning design.