Development of primary school students' creativity as a component of information culture in the field of artificial intelligence in the system of additional education

The article presents the results of a quasi-experimental study on the effectiveness of an additional education program aimed at developing the creativity of primary school students through interaction with artificial intelligence technologies. A sample of 156 students in grades 3–4 (M_age = 9.3 years, SD = 0.6) was assessed for dynamics of creativity and components of information culture in the field of AI from October 1 to November 30, 2025. An adapted Torrance figural test of creativity and an authorial AI information culture questionnaire (α = 0.84) were used. The results showed a statistically significant increase in fluency (d = 1.12), flexibility (d = 0.89), originality (d = 0.94), and elaboration (d = 0.76) in the experimental group compared to the control group (p < 0.001). Significant correlations were found between creativity dynamics and growth in cognitive (r = 0.67), critical-reflexive (r = 0.71), and practical-activity (r = 0.64) components of information culture. The obtained data confirm the effectiveness of integrating AI tools into additional education programs for the purposeful development of creative thinking in primary school students.