<![CDATA[This study examined an international assessment-based methodology for developing creative competence in academic-lyceum chemistry education. A 2023-2026 quasi-experiment involved 744 students from three Uzbek academic lyceums: 374 in experimental groups and 370 in control groups. The intervention combined PISA creative-thinking tasks, TIMSS knowing-applying-reasoning tasks, graph problems, contextual cases, experimental projects, STEAM activities, digital resources, and open-ended problem solving. Creative competence was assessed through divergent thinking, scientific transfer, originality, and scientific justification, operationalised with a rubric-based level scale. Final excellent/good performance reached 80.5% in experimental groups and 55.9% in controls. Recalculation from the raw four-level contingency table showed a significant pooled effect, χ²(3, N = 744) = 72.565, p < .001, Cramér’s V = .312. Site-level tests were also significant, although low expected counts in unsatisfactory cells required a merged-category sensitivity check. The findings support the effectiveness of the integrated methodology, while component-specific effects require future dismantling studies.]]>
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