The article addresses the need to develop creative thinking in students enrolled in non-language degree programmes at higher education institutions, particularly in light of the current challenges set by societies, businesses, and governments to meet emerging needs. It analyses the concept of creativity offering multiple perspectives from domestic and foreign researchers. The authors align with European scholars in emphasizing the importance of creating a supportive university atmosphere that encourages the development of creativity among non-linguistic students. The study underscores the necessity of incorporating the five key elements of the creative process: the environment, the teacher’s and student’s behaviour, class design, and assessment. It outlines the methodological features of designing a creative foreign language classroom by applying project methods and task-based methodology. Furthermore, the authors provide a series of English-language creative task examples across four key language areas – listening, reading, writing, and speaking – that enhance students’ motivation to learn a foreign language. Additionally, the article explores the potential for interdisciplinary projects, where students from various major fields of study collaborate as part of a team using a foreign language as a means of communication, being facilitated by differentiated instruction in some higher education institutions. The authors also emphasize that a teacher’s creativity and appropriate skills are vital for fostering creativity in the classroom, a process that requires ongoing professional development and institutional support. Finally, the article identifies potential challenges in establishing a creative foreign language environment, including student and teacher unpreparedness and institutional constraints.

У статті розкрито необхідність розвитку креативного мислення у студентів немовних спеціальностей закладів вищої освіти. Сфокусовано увагу на наявності таких важливих елементів креативного процесу, як середовище, поведінка викладача і студента, дизайн заняття і оцінювання. Окреслено методичні особливості дизайну креативного заняття і наведено приклади креативних завдань, які сприяють підвищенню мотиваційного компонента у студентів до вивчення іноземної мови. Водночас виокремлено можливі труднощі формування креативного іншомовного середовища в інституційному контексті.