Aleksiuk Iu.O, Moroz V.V.
CREATIVE-VALUE INTERACTION “TEACHER — STUDENT” IN A UNIVERSITY DIGITAL ENVIRONMENT ^{[№ 1 ' 2020]}
In spite of a numerous number of researches, creativity still is a quite uncertain and actual phenomenon in pedagogics. Nowadays creativity arises more and more interest due to dynamic changes in economics and society. Global changes in all spheres of human’s life make creativity an essential part of everyday routine. Creativity is a kind of balance between knowledge and ability to look at it critically. It is necessary to distinguish two concepts: creative teaching and teaching for creativity, where the first one involves the teacher’s creative activity in selecting the content of materials, and the second one engages and supports students in order to develop their creativity.
The nature of the creative-value interaction of the teacher and students in the process of teaching a foreign language has to be upcoming. It is possible to create such an interaction in the digital environment of MOODLE using some certain principles of course design.
In 2017–2018 there was implemented an additional course of a foreign language for students (1–3 courses) of non-linguistic specialties in the digital environment of Moodle, Orenburg State University. Experiment results showed that the level of creativity was higher at the final testing of the course comparing to the entrance one.

Aleksiuk I.O.
THE CREATIVITY DEVELOPMENT IN STUDENTS OF GENERATION Z IN THE DIGITAL ENVIRONMENT ^{[№ 2 ' 2019]}
One of the key features of the life of a modern student is the transfer to the digital environment of many areas of life, including getting an education. Centenial is a network personality, used to receiving everything all at once. Modern students often cause rejection of tasks that require creativity, due to the lack of clear assessment criteria and time costs. Creativity is one of the key categories to achieve professional success in the modern world. For this reason, there is an urgent need to remove the contradiction between the requirements of the real world and the characteristics of students of generation Z.
I conducted a survey of 300 respondents of the corresponding age. More than half of the respondents indicated that they were not able to communicate in English, despite studying it at school. At the same time, 61.3 % of respondents are not ready to receive knowledge on their own because of a lack of motivation. Representatives of this formation are pragmatists. They are ready to spend time and effort only understanding the practical value of the information received. The same applies to the study of a foreign language. Modern students are far from always aware of the prospects of knowing a foreign language.
Students of generation Z have clip thinking, and this phenomenon should be reflected in the development of new educational products, including at the university. In my opinion, for training students of generation Z, it is necessary to create a special educational space that takes into account their psychological and social characteristics. Only in this case the learning process will be as effective as possible.