The purpose of the research is to develop an information model of development indicators and levels of divergent thinking among students, the model must reflect their interrelations and the forms complexity of systemic organization of the researched phenomenon in its development. To achieve this goal, the following methods were used: content analysis of the literature on the research topic, analysis, critical evaluation, comparison, generalization and synthesis of information, the “Finite information flow” method. 7 indicators are identified and described in detail, which make it possible to identify the researched phenomenon: the ability to solve problematic non-standard problems; the ability to avoid the subject known features and highlight the hidden ones; the ability to draw analogies and add new things to the known aspects of the object; the ability of semantic analysis, generalization and synthesis; the ability to produce and develop a variety of adequate ideas on one object; the ability to switch attention from one idea to another when thinking about them synchronously; the ability to search for different solutions to the same problem. We define and characterize 3 levels of development of divergent thinking among university students, reflecting the improvement and complication of its qualitative characteristics: elementary, progressive and productive. Based on the selected indicators and levels, a developed information model reflects the transition of the object of research to a more complex level of organization in the process of evolution by increasing the degree of formation of abilities underlying divergent productivity. The results obtained can be used to determine the development levels of divergent thinking among university students and possible trajectories of its development, to develop technology for the formation and development of divergent thinking among students in the university and the management of these processes.

Pedagogical aspects of the formation of the interdisciplinary category “divergent thinking” are considered. The purpose of the study is to construct the definition of “divergent thinking of university students” on the basis of the essential and specific characteristics of the named phenomenon, taking into account the criteria of necessity and sufficiency. To achieve a goal, the following methods were used: content analysis of scientific literature, methods of categorical-system methodology: “Two-level triadic decoding of categories”, “Formal-logical method of determining the concept”. The essential characteristics and nature of divergent thinking are identified and described, a two-level triadic model of this category is developed. On the basis of the named model, the definition of the concept of “divergent thinking” is constructed, which, in comparison with other definitions found in the literature, most fully and holistically reflects its key essential characteristics. As a result of the application of the formal-logical method, the definition of “divergent thinking of university students” has been developed, which allows interpreting the named concept and its manifestations from the point of view of personal and creative development of students in the conditions of the educational process of the university. The obtained theoretical results of the analysis of the formation of the category “divergent thinking of students” can be used in the development of technology for the formation and development of this type of thinking of students in the educational process of the university.

Importance. Within the framework of the competence approach, the higher school faces the task of training specialists with non-standard, versioned, multivariate thinking, called divergent. However, the scientific and methodic support for the development of this type of thinking in the conditions of vocational training at the university has not been developed enough. Therefore, in order to determine the pedagogical conditions necessary for the development of the above-mentioned phenomenon and the development of technology for its development in the process of educational cooperation, it is necessary to determine the potential of educational cooperation available for the development of divergent thinking of university students. The purpose of the research is to study educational cooperation and its types to substantiate the possibilities of its use in the context of the development of divergent thinking of university students. Research methods. The content analysis of scientific literature on the research topic, generalization, systematization, structuring of information, the method of logical and semantic modeling are applied. Results and Discussion. Antagonistic factors influencing the development of divergent thinking of students (cooperation-competition, activity-passivity, motivation-demotivation) are identified and described. The analysis of the specifics of educational cooperation is carried out. A logical and semantic model of the typology of educational cooperation has been developed, reflecting the variety of forms and methods of organizing joint activities of interaction participants and the possibility of combining them. Based on the developed typology, the possibilities of educational cooperation for the development of divergent thinking of university students are considered. Conclusion. Educational cooperation contributes to the development of such basic characteristics of divergent thinking as flexibility, non-standard, variability, as well as abilities that ensure divergent productivity. Practical application of the obtained results is possible for the development of pedagogical conditions and technology for the development of divergent thinking of students in the process of educational cooperation.