QAYTA TIKLANUVCHI ENERGIYA MANBALARI TA’LIM YO‘NALISHIDA TALABALARNING FAZOVIY TASAVVUR VA KREATIV FIKRLASH KOMPETENSIYALARINI RIVOJLANTIRISH BO‘YICHA XORIJIY YETAKCHI UNIVERSITETLAR TAJRIBASI

This paper conducts a comparative analysis of leading universities (NUS, Tsinghua, Stanford, University of Edinburgh, UQ) to identify effective methodological mechanisms for developing engineering students’ spatial imagination and creative thinking within renewable-energy programs. We examine curriculum structures, integration of digital tools (CAD/CAE, modelling, simulations), project-research components, and industrial training. Findings indicate that the sustained growth of these competencies relies on three conditions: normative clarity of the credit-based curriculum, interdisciplinary integration with flexible pathways, and the triad “laboratories–projects–industry practice.” The study provides actionable recommendations for transferring these elements to the national system.