Assessing the Readiness of Teachers to Develop the Creative Potential of Youth in the Higher Education System

Abstract

Modern economies and societies are undergoing constant changes in various areas. This condition is called “turbulence”. In these conditions, it is not enough for educational organizations of higher education to prepare highly specialized graduates with a sufficient amount of theoretical and practical knowledge. It is important to ensure the development of the creative potential of young people in order to teach them to adapt to constant changes and find extraordinary creative solutions to professional problems in conditions of turbulence. In this regard, it is necessary to study the degree of readiness of higher school teachers for this urgent task – the development of the creative potential of youth. The purpose of this study is to develop a methodology for assessing the readiness of teachers to develop the creative potential of young people through educational practices. After conducting a theoretical analysis, the authors took as a basis works using the Big Six (BIG 6) and CIE (Creativity, Innovation, Entrepreneurship) methods. As a result, based on a generalization of the experience previously accumulated in the global scientific community, combining approaches to the study of creativity in Pedagogy, Psychology and Economics (entrepreneurship), a questionnaire was compiled to assess the readiness of teachers of educational institutions of higher education to develop the potential of young people, including their creativity. The questionnaire involves diagnosing not only the readiness of individual teachers, in isolation from the context, but also makes it possible to take into account the quality of the educational environment and the diversity associated with the content of various academic disciplines. The questionnaire developed in this study can be used to assess the above parameters both at the level of an individual educational organization and at the regional and state level, which can further become the basis for developing recommendations for the development of the educational environment at all three levels: state, region, educational organization of higher education.