ПРАКТИКАТА НА ШЕСТОЪГЪЛНИКА В ПОДКРЕПА НА ОБРАЗОВАТЕЛНАТА ТРАНСФОРМАЦИЯ
THE PRACTICE OF HEXAGONAL THINKING IN SUPPORT OF EDUCATIONAL TRANSFORMATION

Summary/Abstract: This paper presents the practice of hexagonal thinking (Hexagonal Thinking) as an innovative pedagogical approach in the context of contemporary educational transformation and the vision of Education 5.0. The historical and theoretical foundations of the practice are examined – its origins in design thinking and organizational innovation, as well as its integration into education under the influence of initiatives such as Project Zero at Harvard University. The theoretical framework is grounded in concepts of visual thinking (Arnheim, Hyerle), visual literacy (Connell), constructivist learning theories (Piaget, Vygotsky) and contemporary models of design thinking (Brown, Kelley & Kelley). Hexagonal thinking is analysed as a visual–spatial model for organising knowledge that supports the creation of multi-directional semantic connections, the development of systemic and interdisciplinary thinking, and the formation of key competences such as analytical skills, communication and argumentation, collaborative work, problem solving, critical and creative thinking. Particular attention is paid to the role of the practice within the competence-based approach, STEM/STEAM logic, gamification and experiential learning, as well as to the new roles of the teacher as facilitator and architect of the learning environment. The paper argues that the practice of hexagonal thinking is a scientifically grounded and pedagogically effective tool that supports the transformation of education towards active, visual and meaningful learning, oriented to the learner and to the development of competences.

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