Developing Students’ Intuitive Abilities Through Creative Texts: Cognitive and Pedagogical Foundations

Abstract

This article examines the cognitive and pedagogical foundations for developing students’ intuitive abilities through creative texts within the framework of language education. The study is grounded in a theoretical analysis of imagination, memory, experience, and intuition as interconnected cognitive mechanisms underlying creative thinking. Using qualitative research methods, including conceptual analysis, synthesis of psychological and pedagogical literature, and theoretical modeling, the study systematizes the role of productive imagination and experiential learning in fostering intuitive cognition. The findings demonstrate that intuition emerges not as a spontaneous phenomenon but as a structured cognitive outcome based on long-term memory, emotional engagement, and accumulated personal experience. Creative text-based tasks—such as free writing, alternative scenario construction, and reflective modeling—activate productive imagination and support the integration of emotional, logical, and intuitive components of thinking. The study concludes that systematic implementation of creative text methodologies enhances students’ creative potential, independent problem-solving skills, and deep cognitive engagement. The results contribute to improving modern language education practices and provide a theoretical basis for further empirical research.