This study aims to develop a model for enhancing students' creative competence through English language instruction. The research is grounded in pedagogical theories and methodologies, focusing on non-philology students in higher education. The model is structured around four stages: preparatory, introductory, developmental, and analytical. Each stage is designed to progressively build students' creative competence through targeted teaching methods, content, and assessment tools. The study emphasizes the importance of integrating creative tasks, interactive learning, and diagnostic tools to measure and enhance students' creative abilities. The findings suggest that the proposed model can effectively foster creative competence, aligning with the educational goals outlined in national standards and societal needs.

Creative competence, English language teaching, pedagogical model

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