Psychological Determinants of Activating Students' Intellectual Potential in the Credit-Module System of Higher Education.

This article examines the main psychological determinants (factors) of activating students' intellectual potential within the credit-module system of higher education. The specific features of the credit-module system, which demand independence, initiative, and high cognitive readiness from the student, are analyzed. The paper highlights psychological criteria such as intrinsic motivation, self-reflection, cognitive flexibility, and emotional intelligence that trigger intellectual activity. Furthermore, practical recommendations have been developed to enhance students' independent thinking and problem-solving skills.