In the context of rapid social, technological, and educational transformation, the development of students’ creative thinking has become a central objective of modern education systems. Among the cognitive mechanisms underlying creativity, associative processes play a crucial role in enabling individuals to generate novel ideas, connect disparate concepts, and approach problems from multiple perspectives. This article examines the theoretical foundations and pedagogical significance of associative processes in students’ creative thinking. Through an analytical review of international and national scholarly literature, the article explores the nature of associative thinking, its relationship with creativity, and its function within innovative educational practices. The analysis highlights how associative processes facilitate divergent thinking, originality, and cognitive flexibility in learners. Furthermore, the article discusses pedagogical strategies and instructional approaches that support the development of associative thinking in educational settings. The findings underscore that fostering associative processes through interactive, problem-based, and learner-centered methodologies enhances students’ creative potential and contributes to the formation of independent, innovative thinkers. The article concludes that associative processes should be regarded as a foundational component of creative thinking and systematically integrated into contemporary teaching and learning practices.

Associative processes, creative thinking, students

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