LINGUODIDACTIC MODEL OF “DESIGN THINKING” APPLICATION FOR DEVELOPING CREATIVE WRITING COMPETENCE IN PHILOLOGY STUDENTS

Abstract

This thesis investigates the development of creative writing competence in philology students through the application of a stepwise Design Thinking methodology. Creative writing competence is conceptualized as an integrative construct comprising linguistic proficiency, textual coherence, stylistic awareness, cultural sensitivity, and communicative effectiveness. The study examines the limitations of traditional creative writing instruction in philology education, such as insufficient learner-centered approaches, low student engagement, and limited interdisciplinary integration. Using theoretical analysis, pedagogical observation, and experimental implementation, the research develops and tests a linguodidactic model based on the iterative stages of Design Thinking: empathy, problem definition, ideation, prototyping, and testing. Findings indicate that this model enhances students’ creativity, reflective learning, and collaborative skills while fostering higher-quality written production. The study concludes that stepwise Design Thinking provides an effective framework for the systematic development of creative writing competence in philology students.