This paper is a preliminary attempt to analyse the results of implementing the transdisciplinary approach in teaching English professional spoken interaction to mediators at the universities of Ukraine within emergency remote teaching. The study aims to broaden current knowledge of the transdisciplinary approach in Ukrainian university case study. The authors focused on the main characteristics of the transdisciplinary approach and elaborated the Triple Helix: English for specific purposes, mediation field, and stakeholders to ensure penetration of mediation knowledge, skills, and abilities into the knowledge, skills, and abilities of English for Specific Purposes (ESP). There are 42 future mediators who took part in the research. The stages and aims of the transdisciplinary approach in teaching English professional spoken interaction to mediators are identified. They are used to conduct quantitative and qualitative experimental data analysis during ESP teaching. The theoretical and practical analyses were used to stipulate the impact of the transdisciplinary approach on teaching English professional spoken interaction to mediators during emergency remote teaching. This research has shown that applying a transdisciplinary approach allows future mediators to develop professional skills in conflict detection, analysis, and management using different fields of knowledge. The prospect of implementing a transdisciplinary approach is a continuous incentive for future research with students of different specialisms.
This chapter calls into question the ways of creativity development as the main skill of the twenty-first century. Attention is paid to the analysis of key notions and concepts of creativity. This chapter discusses how to enhance creative thinking skills during training in higher institutions. The study presents the results gained from the literature overview. The examples of assignments aimed at creative thinking skills development during training are given. The paper investigates approaches to the construction of tasks to develop creative thinking and criteria for creativity assessment. An analysis has allowed highlighting the positive experience of different experts researched creativity, which can be implemented in future training in Ukrainian higher educational institutions. The findings of this study support the idea that heuristic tasks, creative projects, mind maps, and case study are significant assignments in the enhancement of creativity development that can be supported in the educational process and everyday life.
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