ACMEOLOGICAL APPROACH TO DEVELOPING CREATIVE THINKING IN PRIMARY EDUCATION: A THEORETICAL-CONCEPTUAL MODEL

Makhmudova Dilnoza Khaytmirzayevna

Authors

Makhmudova Dilnoza Khaytmirzayevna Namangan state universitety, department Mathematics, Namangan, O’zbekiston

Keywords:

acmeology; creative thinking; gamification; didactic system; primary education; self-determination theory; creative self-efficacy; conceptual model

Abstract

This study aims to develop a theoretical-conceptual model integrating acmeological principles with gamification-based didactic systems to foster creative thinking in primary education. The proposed Acmeological-Gamification Didactic System (AGDS) model comprises four interdependent structural components: (1) acmeological trajectory mapping, (2) gamified motivational scaffolding, (3) creative competence formation, and (4) reflective self-assessment. The model demonstrates theoretical compatibility with contemporary approaches to developing creative thinking and motivation in primary education.

References

Amabile, T. M. (1996). Creativity in context: Update to The Social Psychology of Creativity. Westview Press.

Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.

Borges, S. S., Durelli, V. H. S., Reis, H. M., & Isotani, S. (2022). A systematic mapping on gamification applied to education. Proceedings of the 29th ACM Symposium on Applied Computing, 216–222.

https://doi.org/10.1145/2554850.2554956

Csikszentmihalyi, M. (2007). Creativity: Flow and the psychology of discovery and invention. HarperCollins.

Davies, A., Fidler, D., & Gorbis, M. (2023). Assessing creative thinking skills in higher education: Deficits and improvements. Studies in Higher Education, 48(1), 157–177. https://doi.org/10.1080/03075079.2023.2225532

Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology, 49(3), 182–185. https://doi.org/10.1037/a0012801

Derkach, A. A. (2004). Akmeologiya [Acmeology]. Piter.

Dereka, T. G. (2016). Formation of personality’s acme-qualities as a component of physical education specialists’ acmeological competence. Pedagogics, Psychology, Medical-Biological Problems of Physical Training and Sports, 20(1), 19–25. https://doi.org/10.15561/18189172.2016.0503

Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A systematic mapping study. Educational Technology & Society, 18(3), 75–88.

Koldasbayeva, A., Seiilova, A., Zhunussova, G., & Sadyrbek, M. (2022). Development of acmeological competence in rising social teachers. Frontiers in Education, 7, 901050. https://doi.org/10.3389/feduc.2022.901050

Legaki, N.-Z., Xi, N., Hamari, J., Karpouzis, K., & Assimakopoulos, V. (2020). The effect of challenge-based gamification on learning. International Journal of Human-Computer Studies, 144, 102496. https://doi.org/10.1016/j.ijhcs.2020.102496

Morris, T. H. (2022). How creativity is oppressed through traditional education. On the Horizon, 30(3), 133–140. https://doi.org/10.1108/OTH-09-2022-124

Setiamurti, A., & Kurniawati, F. (2024). Fostering creativity in higher education institutions: A systematic review. Open Education Studies, 6(1), 20220221. https://doi.org/10.1515/edu-2022-0221

Springer, J. (2024). Gamification in education and training: A literature review. International Review of Education, 70(1), 1–35. https://doi.org/10.1007/s11159-024-10111-8

Wu, J., Li, Y., & Zhao, H. (2024). The impact of achievement motivation on creativity tendency. Frontiers in Psychology, 15, 1720648.

https://doi.org/10.3389/fpsyg.2025.1720648

Zeer, E. F., & Stepanova, L. N. (2023). Acmeological technology of forecasting individual trajectories. The Education and Science Journal, 25(6), 69–98. https://doi.org/10.17853/1994-5639-2023-6-69-99

Maxmudova D. X. Kognitiv kompetentlikni rivojlantirishning akmeologik texnologiyasini joriy etish shart-sharoitlari //GOLDEN BRAIN. – 2023. – Т. 1. – №. 34. – С. 19-24.

Махмудова Д. Акмеологик ёндошув асосида бўлажак ўқитувчиларда когнитив компетентликни ривожлантириш технологиясини тадқиқ этиш масалалари //Общество и инновации. – 2021. – Т. 2. – №. 6/S. – С. 139-144.

Махмудова Д. O'qituvchining akmeologik yondashuvini rivojlantirishning muxim asoslari //Новый Узбекистан: наука, образование и инновации. – 2024. – Т. 1. – №. 1. – С. 398-400.

Khaitmirzayevna M. D. Pedagogical ways of cognitive competences in future teachers based on acmeological approach //World Economics and Finance Bulletin. – 2024. – Т. 32. – С. 146-148.

Dilnoza M. Акмеологик ёндашув асосида бўлажак ўқитувчиларни тайёрлаш масалалари //Наманган давлат университети илмий ахборотномаси. – 2020. – С. 439-442.

Mahmudova Dilnoza. Use of the Acmelological Approach to Teaching Mathematics. International Journal of Innovative Analyses and Emerging Technology. e-ISSN: 2792-4025 http://openaccessjournals.eu Volume: 2 Issue: 22 in February-2022.

Makhmudova Dilnoza, Egamov Jasurbek. Acmeological approach to preparation of future teachers. Web of scientist: International Scientific Research Journal, Volume: 3, Issue: №4(2022) in April 2022.

Makhmudova Dilnoza. Acmeological technology of cognitive competence development in future teachers. VIII Scientific advances and innovative approaches. January 11-12, 2024, Tokyo. Japan. 108 p. ISBN 978-92-44513-84-2 DOI https://doi.org/10.5281/zenodo.10524916

Makhmudova D. Significance of acmeological approach in improving the cognitive competence of the future teachers //Scientific Bulletin of Namangan State University. – 2020. – Т. 2. – №. 4. – С. 426-433.

Makhmudova Dilnoza. Technology for the development of cognitive competence in future teachers based on the acmeological approach // EPRA International Journal of Research Development. Volume 5. Issue 3. March 2020. pp. 464-465.