This article provides guidance on the importance and indicators of developing students' critical thinking skills. This article also provides suggestions and pointers for teachers to teach students' critical thinking skills. The article provides good teaching methods, pointers, and tips for developing students' critical thinking skills. The article outlines several key methods for developing students' critical thinking skills. These methods include analyzing the tasks assigned to students in the educational process, evaluating educational materials, creating questions and answers, teaching students to express their opinions, students to find arguments in accordance with their opinions, and students to express their opinions. z includes teaching to reinforce thoughts. The article also provides useful tips for teachers to develop students' critical thinking skills.

This research mainly focused on how important critical thinking is for graduate students and how to act in developing it. In today's world, critical thinking is so important that teachers need to use a variety of methods to improve students' critical thinking skills, and understand the importance of writing in cultivating critical thinking and apply it correctly to enhance critical thinking. In addition, the research focused on which tasks and activities to use, and in particular, the importance of mind-mapping, feedback.

This article explores the vital role of the teacher in fostering critical thinking in the modern educational environment. It defines critical thinking as a reflective, analytical, and independent cognitive process and highlights its importance for academic success, informed decision-making, and global citizenship. The paper discusses practical strategies such as open-ended questioning, modeling thought processes, classroom discussions, and real-life problem-solving to enhance critical thinking. Moreover, it addresses common challenges educators face, including rigid curricula and limited training, and emphasizes the need for supportive and flexible learning environments. A case study illustrates how project-based learning can effectively engage students in critical inquiry. Ultimately, the article underscores that developing critical thinking is not optional but essential, and teachers are key to making this transformation possible.

This study examines the development of 21st century skills — critical, creative, and collective thinking — among schoolchildren in a modern educational environment. As global societies undergo rapid technological and socio-economic transformations, students' ability to analyze information, generate innovative ideas, and work effectively with others has become a prerequisite for future academic and professional success. Using a mixed qualitative methodology, the study includes a systematic review of relevant literature, classroom observations, and semi-structured interviews with teachers in several subject areas. The results of the study show that research-based learning, open-source problem solving, creative assignments, and structured group activities significantly develop students' higher-order thinking. Critical thinking is reinforced through analytical questions and evidence-based reasoning.; Creative thinking occurs when students are given autonomy and opportunities to experiment; and collaborative thinking develops through well-designed collaborative structures. Despite these advantages, effective implementation is hampered by limited teacher training, rigid curricula, time constraints, and assessment systems focused primarily on memorization. The study concludes that meaningful 21st century skill development requires a student-centered pedagogy supported by systemic reforms, including updated curricula, teacher training, and assessment models that evaluate cognitive processes and teamwork. These results contribute to the global educational discourse and provide practical recommendations for educating students' readiness for the future.

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В данной статье рассматривается процесс развития креативного и критического мышления будущих учителей начальных классов. Статья анализирует новые требования и методики педагогической подготовки. Хорошо развитые креативное и критическое мышление готовят педагогов к применению инновационных подходов и обеспечению качественного образования для учащихся. Обучение будущих учителей критическому мышлению помогает эффективно организовывать образовательный процесс. Кроме того, креативное мышление побуждает учителей разрабатывать новые идеи и подходы. В статье анализируется место и значимость креативного и критического мышления в образовательном процессе.

Critical thinking in higher education is an important element that develops the ability of students and teachers to analyze knowledge, solve problems and make decisions. In the modern education system, critical thinking is of great importance in reading, writing and discussion. Teaching critical thinking supports students to increase their academic success. The objective of this study is to study the role of critical thinking in higher education and its influence on academic achievement.

In the context of global educational reforms and the increasing demand for high-quality teaching, the development of creative and critical thinking skills has become a crucial objective in teacher education programs. This paper examines the theoretical and methodological foundations for cultivating creative and critical thinking competencies among pre-service primary school teachers. It argues that these skills are not only essential for personal intellectual growth but are also vital for fostering active, learner-centered pedagogical practices in future classrooms. The study explores various theoretical frameworks, including constructivist learning theory, Bloom’s taxonomy, and 21st-century skills paradigms, which support the integration of creative and critical thinking into teacher training curricula. From a methodological perspective, the paper analyzes effective instructional strategies such as problem-based learning, inquiry-based approaches, reflective teaching, and digital pedagogical tools that can enhance student engagement and cognitive development.

This quasi-experimental study investigates the efficacy of integrated instructional strategies—Socratic questioning, problem-based learning, debate activities, and reflective journaling—in fostering critical thinking skills among 60 intermediate-level EFL learners over eight weeks. Pre-test/post-test scores from the Watson-Glaser Critical Thinking Appraisal, alongside classroom observations and student feedback, demonstrate significant gains in analytical reasoning compared to a control group. Qualitative analysis reveals enhanced metacognitive awareness and discourse quality. These findings highlight the importance of multimodal pedagogies for developing higher-order thinking in language education.

Critical and creative thinking are recognized as the most important competencies of the 21st century, necessary for students to solve complex problems, generate innovative ideas and make informed decisions. Consequently, modern education systems increasingly emphasize the role of teachers in developing these skills in the classroom. This study examines the key competencies that teachers must possess in order to effectively develop critical and creative thinking among students in general education institutions. Based on theoretical foundations and empirical research, the study examines pedagogical knowledge, learning strategies, classroom management, assessment literacy and reflexive practice of teachers as the main factors determining their competence. To determine key behavioral indicators of competence, a mixed methodological approach was applied, including a systematic review of literature, teacher surveys, and classroom observations.

Critical Thinking is a rating system that is used to analyze things and events with the formulation of reasonable conclusions and allows learner to make informed judgments, interpretations, and correctly apply results to situations and problems. The article analyzes the techniques and methods of using the technology for the development of critical thinking through reading and writing. When using this technology in the classroom, the learner can use such techniques as a cluster, a basket of ideas, an insert which can be often used as reflection.

at the C1 level, language learners possess advanced linguistic skills but often need to move beyond rote memorization to achieve true communicative competence. This article explores how critical thinking enhances advanced language learning by fostering deeper comprehension, nuanced expression, and cultural adaptability among C1-level students. Using a mixed-methods study with 40 C1-level EFL learners, we investigated the impact of critical thinking activities (e.g., debates, problem-solving tasks) on linguistic accuracy, discourse competence, and learner autonomy. Results showed significant improvements in analytical writing (18.5%), oral argumentation (20.2%), and self-directed learning behaviors. Qualitative data revealed heightened engagement and confidence. This article synthesizes research on critical thinking and language acquisition, offering practical strategies for teachers to integrate these skills into advanced language classrooms.

This article explores the selection of materials aimed at fostering critical thinking in integrated skills classes, which combine reading, writing, speaking, and listening. It underscores the importance of critical thinking in education and provides strategies for selecting effective materials, including relevance, complexity, multiple perspectives, multimedia integration, and scaffolded learning. The insights of prominent scholars such as John Dewey, Benjamin Bloom, Richard Paul, Linda Elder, and Lev Vygotsky are discussed to frame the theoretical foundation of these strategies. The article concludes that careful selection of materials is crucial for developing students' critical thinking skills, thereby enhancing their overall academic and personal growth.

This article explores the dual role of AI-driven question prompts in promoting or potentially diminishing critical thinking in academic contexts. With the rapid adoption of artificial intelligence tools in higher education, question-generation systems such as ChatGPT, Socratic AI, and DeepThinker are increasingly used to scaffold students’ analytical reasoning. The research investigates whether AI-generated prompts act as cognitive scaffolds that stimulate deeper reflection or, conversely, function as shortcuts that reduce the learner’s independent critical engagement. Drawing on constructivist learning theory and Bloom’s taxonomy of cognitive domains, the study examines students’ written responses and reflective journals from AI-assisted and self-generated questioning sessions. Findings reveal that when properly structured and contextualized, AI-driven prompts foster cognitive scaffolding, metacognitive awareness, and argument development. However, excessive dependence on automated questioning can undermine learner autonomy and authentic inquiry. The study concludes by proposing pedagogical frameworks for integrating AI questioning ethically and effectively in critical thinking curricula, emphasizing guided reflection, collaborative learning, and human-AI interaction literacy.

Promoting of critical thinking of students involves asking students questions and understanding of the problem that needs to be solved. Critical thinking is social in nature, since every thought is tested and honed when it is shared with others. This technique increases the involvement of students in the implementation of group decisions. Critical thinking is individual and independent, each generates its own ideas, formulates its own assessments and beliefs independently of the others, finds its own solution to the problem and supports it with convincing reason.

The article emphasizes the importance of critical thinking in social studies education, highlighting its role in analyzing, evaluating, and synthesizing information to understand complex societal issues. It argues that fostering critical thinking skills in students not only enables them to become informed citizens but also promotes empathy, tolerance, and inclusivity. However, the article also acknowledges challenges such as curriculum constraints, lack of resources, and teacher preparedness, which hinder effective integration of critical thinking in social studies education.

Ushbu maqolada ingliz tilini chet tili sifatida (EFL) o‘qitishda tanqidiy fikrlash va emotsional intellektni uyg‘unlashtirish masalasi yoritiladi. Tanqidiy fikrlash o‘quvchilarga ma’lumotni tahlil qilish va ongli qarorlar qabul qilish imkonini bersa-da, stress va motivatsiyaning pasayishi kabi hissiy to‘siqlar bu jarayonga salbiy ta’sir ko‘rsatadi. Shu nuqtai nazardan, emotsional intellekt o‘quvchilarning hissiy muammolarini yengishda va tanqidiy fikrlash samaradorligini oshirishda muhim omil hisoblanadi. Maqolada EFL darslarida EI va tanqidiy fikrlashni integratsiya qilishning samarali usullari taklif etilib, nazariy asoslar va amaliy metodlarning uyg‘unlashuvi orqali o‘quv jarayonining faolligi hamda natijadorligini kuchaytirish yo‘llari ko‘rib chiqiladi.

This article is devoted to studying the influence of age-related psychological characteristics on the process of developing logical thinking in children. The work examines the most optimal age period for beginning the targeted development of logical thinking, analyzes the role of literary education in this process, and proposes specific methods of using fiction to form logical analysis and critical thinking skills in children. Special attention is paid to the influence of plot lines, characters, and compositional elements in literary works on the formation of logical thinking.

This article explores the development of logical thinking in students of higher medical institutions through the use of authentic materials. Authentic materials refer to real-life resources and scenarios that reflect the complexities and challenges of medical practice. The integration of authentic materials in medical education enhances students' logical thinking skills by providing opportunities for critical analysis, problem-solving, and evidence-based decision-making. The article discusses various strategies for incorporating authentic materials, such as case-based reasoning, real-world simulations, interdisciplinary approaches, and reflective writing. It highlights the importance of mentorship, technology integration, and continuous assessment in facilitating the development of logical thinking. The findings emphasize the significance of creating a supportive learning environment that nurtures students' logical thinking abilities, preparing them for the complexities of the medical profession.

В данной статье рассматриваются теоретико-методологические подходы к развитию критического мышления у младших школьников посредством игровой деятельности. На основе анализа психолого-педагогических особенностей учащихся начальных классов обоснована целесообразность использования игровых технологий в образовательном процессе как средства активизации мыслительной деятельности. Выделены педагогические условия, обеспечивающие эффективность развития критического мышления: наличие проблемных игровых ситуаций, организация дискуссий, стимулирование анализа и аргументации. Приведены примеры игровых заданий, направленных на формирование логических операций, способности к оценке, обоснованию и принятию решений. Сформулированы выводы подчеркивают необходимость системного и методически обоснованного включения игровых методов в процесс преподавания в начальной школе.

The purpose of this article is to discuss the best practices in teaching that can enable university students to develop their critical thinking skills. The qualitative, literature-based study performed by the author looks at the literature and especially the research, theories, and teaching practices relevant to the field of higher education. The conclusions reached point out that the use of student-centered learning techniques such as the aforementioned problem-based learning, class discussion and debate, case-based learning, reflective writing, and learning through collaboration not only make students more engaged but also help them think more critically. These techniques lead to participation, deeper thinking, and giving control to the students in their own learning process. The authors believe that the implementation of critical thinking techniques across the university curriculum is a necessary step in assuring the academic success of the students and their readiness for the modern workplace's requirements.

Ushbu maqolada tarix darslarida tanqidiy fikrlash ko‘nikmalarini shakllantirish usullari tahlil qilinadi. Tanqidiy fikrlash – o‘quvchilarning bilimlarni chuqur anglash, tahlil qilish, baholash va mustaqil qarorlar qabul qilish qobiliyatini rivojlantirishga yo‘naltirilgan muhim ko‘nikmadir. Maqolada savol-javob metodikasi, tarixiy manbalar bilan ishlash, debatlar, roli o‘yinlari, konseptual xaritalar va loyihaviy faoliyat kabi samarali usullar ko‘rib chiqilgan. Shuningdek, o‘qituvchining roli va zamonaviy texnologiyalar yordamida ta’lim jarayonining sifatini oshirish imkoniyatlari ham muhokama qilinadi. Mazkur usullar o‘quvchilarda mustaqil fikrlash, tahliliy yondashuv va ijtimoiy faollikni rivojlantirishga xizmat qiladi.

This article investigates the impact of integrating literary works into the classroom as a means to foster critical thinking and personal growth in students. It emphasizes the role of literature as a powerful tool for enhancing students’ cognitive skills, particularly their ability to analyze, interpret, and evaluate complex issues. Drawing on research that explores various pedagogical strategies, including group discussions and reflective learning, the article highlights how literary works encourage students to engage actively with texts, connect themes to real-world issues, and reflect on their own experiences. The study reveals that through literary analysis, students not only develop critical thinking skills but also gain a deeper understanding of themselves and the world around them. Furthermore, it underscores the essential role of teachers in creating a supportive and intellectually stimulating environment that encourages active learning, inquiry, and critical reflection. Ultimately, the article argues that integrating literary works into the classroom enhances students’ analytical, reflective, and evaluative abilities, preparing them for informed, thoughtful participation in society

In the rapidly evolving landscape of education, fostering creativity and encouraging divergent thinking in students has become increasingly essential. Divergent thinking allows learners to explore multiple perspectives and generate innovative solutions to problems, moving beyond traditional rote learning. This paper explores the concept of divergent thinking, the role of teachers in cultivating creativity, and practical strategies that can be implemented in the classroom. It also addresses common challenges educators face in promoting creative thinking and offers recommendations for creating more dynamic and student-centered learning environments.

This article examines the fundamental features and development models of innovative thinking among modern youth. In the context of rapid technological advancement, digital transformation, and globalization, the intellectual potential of young people is becoming the central driver of socio-economic progress. The research highlights the cognitive, psychological, and social determinants of innovative thinking and analyzes pedagogical, environmental, and technological models that contribute to its formation and enhancement. The article concludes with recommendations for fostering a sustainable innovative mindset among youth.