The study aims to investigate the dynamics of forming critical and creative thinking of music students in static or mobile interactive learning environments. Two experimental groups were formed: 48 music students during the study used predominantly static interactive learning environments for education; 49 music students during the experiment used predominantly mobile interactive learning environments. The level of critical and creative thinking of students was determined at the beginning and at the end of the academic semester using valid psychodiagnostic techniques: Guilford Test; Torrance Tests of Creative Thinking (TTCT); Remote Associates Test; Duncker's Candle Problem; Personality Questionnaire; Divergent Association Test; Watson-Glaser Critical Thinking Appraisal (W-GCTA); The Critical Thinking Assessment Test (CAT). At the end of the semester in both groups there was a statistically significant increase in creativity indicators, and it was slightly more pronounced in the group where mobile interactive environments were used. A connection between the indicators of creative and critical thinking is confirmed by the Pearson correlation coefficient, which for the experimental group that used static interactive learning environments was 0.694 (marked connection), and for the experimental group that used mobile interactive learning environments was 0.812 (high connection).