The purpose of the research is to study the capabilities of social networks in the context of improving students' creative thinking within the framework of educational activities. Thus, an innovative concept of the online course Foreign Economic Activity in the Service Sector: Innovative Trends was developed; it was tested on the Facebook platform among the students of the [BLINDED] University and [BLINDED] University. The educational activity was divided into an individual activity and a group activity that involved the introduction of the Six Thinking Hats technology, which made it possible to organize and systematize students' creative thinking and focus on the main objectives of the course. According to students, the activation of creative thinking in the learning process was greatly affected by such elements of the concept of the educational course as daily educational practice (98%); joint projects (88%); thematic mentoring and supervision (92%); well-organized and structured individual (95%) and group discussion (89%); introduction of the Six Thinking Hats technology into the system of group and individual communications with the course participants, experts and moderators (87%). Learning in the Facebook environment had a dramatic impact on the development of communication and collaboration skills, creativity, critical thinking, digital literacy, and self-directedness while forming an intellectual basis for the generation of innovative solutions and creative improvisations within the framework of certain topics. The research can be useful for educators searching for innovative approaches to teaching.

本研究的目的是研究社交网络在教育活动框架内提高学生创造性思维的能力。因此，开发了在线课程“服务业对外经济活动：创新趋势”的创新概念；它在 [BLINDED] 大学和 [BLINDED] 大学的学生中在 Facebook 平台上进行了测试。教育活动分为个人活动和小组活动，引入了六顶思考帽技术，使学生的创造性思维得以组织和系统化，并专注于课程的主要目标。据学生介绍，学习过程中创造性思维的激活受到日常教育实践等教育课程理念要素的极大影响（98%）；联合项目（88%）；专题指导和监督（92%）；组织良好的个人 (95%) 和小组讨论 (89%)；将六顶思考帽技术引入与课程参与者、专家和主持人 (87%) 的小组和个人交流系统。在 Facebook 环境中学习对沟通和协作技能、创造力、批判性思维、数字素养和自我导向的发展产生了巨大影响，同时为在某些主题框架内生成创新解决方案和创造性即兴创作奠定了智力基础.