The article evaluates the effectiveness of the psychological-pedagogical program implemented for future food technicians-technologists’ creative potential development. The creative potential of food technologists is defined as an integrative personality characteristic, including motivational, emotional, volitional and cognitive components, which are characterized by stability of professional motivation, emotional attitude to work, volitional potential and creative thinking, and are conditioned by professional goals and psychological features of food industry specialists’ professional work. Having studied the state of future food industry specialists’ creative potential, we revealed it was developed insufficiently. A comprehensive psychological-pedagogical program for creative potential growth was developed. Methodological approaches (systemic, personality-activity, humanistic) and principles (efficiency and effectiveness, humanism, scientific, consistency and logicality, accessibility, activity and creative independence, optimization of educational and cognitive process) of its construction were highlighted. Psychological (high level of development of creative activities, intellectual emotionality, purposefulness, creative imagination) and pedagogical (atmosphere of creativity, innovative forms and methods of training) conditions of future food technicians-technologists’ creative potential development were determined. The structure of the comprehensive psychological-pedagogical program of creative potential development, which includes theoretical and practical components, was outlined. The program main goal is purposeful psychological and pedagogical influence on food industry professionals’ creative potential development during vocational training. The program structure and means of its implementation are shown. The results of the psychological pedagogical program introduction and the program compliance with the indicators of the motivational, emotional, volitional and cognitive components of creative potential are presented. Some significant positive changes in the creativity indices of the experimental group were revealed. The statistical reliability of the results obtained during the program implementation is demonstrated and its effectiveness for the development of future food specialists’ creative potential is proven.
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