Methods of formation of critical thinking among students in higher education: comparative analysis of foreign and domestic experience

Abstract

Introduction. The modern stage of the development of the educational sphere is characterized by the increasing actualization of the problem of the formation of critical thinking among students of higher educational institutions. Critical thinking, being a fundamental aspect of intellectual development, contributes to the formation of an analytical approach necessary for effective perception, comprehension and application of knowledge in various fields of activity. Materials and methods. The research is based on a comparative analysis of methods and approaches to the formation of critical thinking among students in higher education in various countries. Data from 30 foreign and 20 domestic universities were analyzed, including an analysis of curricula, teaching aids and interviews with teachers. In parallel, an empirical study was conducted among 500 students of these educational institutions in order to assess the effectiveness of the methods used. Results. In the course of the research, the key methods of critical thinking formation used in foreign and domestic educational institutions were identified. One of the most common approaches in foreign universities is the use of interactive educational technologies, including the case method (used in 70% of the universities studied), debates and group discussions (60%), as well as the project method (50%). In domestic practice, the use of traditional lectures with elements of discussion prevails (80%), analysis of scientific texts (65%) and solving practical problems (55%).