Creative thinking is one of the main abilities and competencies that should be formed among students in the global education system. A person formed with creative thinking is capable of versatile thinking, finding solutions to problems, methods and ways to solve problems, with non-standard thinking, uses a variety of views and approaches to achieving goals. Therefore, global attention to creative thinking and creativity of students has become relevant for researchers and scientists in the field of education in recent years.

This study provides a comparative analysis of the content, specifics and level of tasks of geography textbooks used in grades 9 of Kazakh and Turkish schools aimed at developing creative thinking and creativity. The article presents the views and conclusions of foreign and domestic scientists who have studied approaches and ways of teaching the formation of creative thinking of students. A comparative analysis of the content of the text, the questions and tasks presented in the domestic and foreign geography textbook is carried out. Along with the above, topical issues and problems of the formation of creative thinking are considered. In the final part, the results, conclusions and recommendations were given. The purpose of the scientific article is to give a comparative analysis of the content of the text part of school textbooks, questions and tasks aimed at developing students' creative thinking skills, tasks, formulate and give methodological recommendations.