FOSTERING CREATIVE THINKING IN STUDENTS THROUGH THE TEACHING OF HISTORICAL MONUMENTS IN THE CONTEXT OF DIGITAL TRANSFORMATION

Abstract

This article analyses the pedagogical dimensions of fostering students' creative thinking through the teaching of historical monuments within the context of digital transformation. The study examines the effectiveness of virtual field trips, three-dimensional (3D) modelling, and interactive digital tools in the educational process. The findings demonstrate that the integration of digital pedagogical technologies significantly enhances students' creative activity, independent thinking, and intrinsic motivation. The article further elucidates the pedagogical significance of teaching historical and cultural heritage through the mediation of contemporary digital technologies, situating these findings within the broader discourse of innovative pedagogy and educational technology research.

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