DEVELOPING INTUITIVE COGNITION IN STUDENTS THROUGH CREATIVE TEXT PRODUCTION: A PEDAGOGICAL MODEL

This study explores the development of intuitive cognition in students through structured creative text production within pedagogical contexts. Unlike traditional interpretations that consider intuition as spontaneous or irrational, this research conceptualizes it as a cognitively grounded process emerging from the interaction of prior knowledge, experience, and subconscious processing. A qualitative research design was employed, involving a 12-week instructional intervention with undergraduate students (N=40). Data were collected through creative writing tasks, reflective journals, and classroom observations, and analyzed using qualitative content analysis. The findings indicate a significant improvement in students’ originality, cognitive flexibility, and depth of semantic expression. The results also demonstrate that intuitive insights frequently emerge during the incubation phase, confirming the role of unconscious cognitive mechanisms in problem-solving. The study proposes a structured pedagogical model integrating analytical and intuitive thinking and offers measurable indicators for assessing intuitive development. This research contributes to educational theory by framing intuition as a teachable and assessable cognitive competence and provides practical implications for integrating creative methodologies into language education.