With the development of technology, the organization of pedagogical studies is increasingly taking place in a mixed way, when studies in a real classroom are combined with learning in a virtual learning environment. However, regardless of the tools or resources used in the virtual learning environment, for the organisation of student-centred studies the pedagogical aspect remains essential. This need is highlighted in the Lithuanian and European Union documents. The research aim is to analyse the learning experience of pedagogical students. Methods of research: analysis of scientific literature, survey, descriptive statistics, and inference statistics. The article reveals Primary Pedagogy and Early Childhood Pedagogy students' learning experiences in the following aspects: relevance of learning, reflective thinking, interpretation the study process, interacting with the tutor and with peers. The results of a quantitative study (survey) showed that the relevance of learning, reflection and interpretation of the study process depends on the study methods used, the support provided by the tutors and peers.

In recent years, researchers have focused on the manifestations of students’ creativity, on the factors that impact its development, as well as on the conditions, means and methods that can facilitate students’ creativity in various fields of study. In the present investigation, the existing definitions of creativity, creativity development, the concept of Creative Platform and prior research conducted in the field have been analysed. The theoretical framework of the Creative Platform methodology, developed by the Danish researchers Christian Byrge and Søren Hansen (2009), is based on previous studies of creativity development (Amabile, 1998; Csikszentmihalyi, 2006; Stenberg, 1996; etc.). This methodology is currently used as a didactic model in higher education institutions across the globe, including Malta, Spain, China, and other countries. The present investigation presents a model based on the Creative Platform methodology. It is designed to develop students’ creativity in college studies via a specific teaching process during which students develop extra confidence, concentration, and motivation necessary for freeing themselves from the professional, social, or cultural stereotypes.