This article analyses the development of the creative engagement of students in higher education institutions on the basis of the scientific and theoretical views of foreign scholars and contemporary pedagogical approaches. The main aim of the study is to systematise international research experience in fostering creativity, to identify its pedagogical potential, and to develop methodological recommendations applicable to the higher education process. The study employs literature analysis, comparative analysis, theoretical generalisation and conceptual modelling. J.P.Guilford's theory of divergent thinking, E.P.Torrance's approach to assessing creative thinking, T.M.Amabile's componential model of creativity, E.Deci and R. Ryan's self-determination theory, and J.Dewey's and L.S.Vygotsky's views on education and creative development are examined in their interrelation. The article also highlights the potential of problem-based learning, project-based learning, collaborative learning and reflective practice to support students' independent thinking, generation of original ideas, and non-standard solutions to problems. The analysis substantiates that the development of students' creative engagement depends on the interaction of individual motivation, domain-specific knowledge, creative-thinking strategies and a supportive learning environment. The article proposes a conceptual model and practical recommendations for adapting foreign experience to national higher education practice.