The development of critical thinking is one of the key objectives of modern higher education, especially in the context of information overload, the spread of misinformation, and the need for students to make informed decisions independently. The article argues that problem-based and research-based learning are the most effective pedagogical approaches for developing critical thinking in students. These methods create an environment that encourages active analysis, question-asking, evaluation of evidence, argumentation, and reflection, which are all essential components of critical thinking. The article discusses the features of problem-based and research-based learning at universities, their impact on students' cognitive and personal qualities, and the pedagogical conditions that ensure their effectiveness: clear problematization, support for autonomy, a culture of academic dialogue, and reflective evaluation. The article emphasizes that the development of critical thinking is not a matter of passing on knowledge.
critical thinking, problem-based learning, research-based learning, higher education, pedagogical technologies, argumentation, reflection, academic autonomy
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