Developing students' critical thinking in the context of digitalization of higher education

Abstract

The article is devoted to the problem of developing critical thinking among students of Russian universities in the context of the digital transformation of higher education. Based on the analysis of current research, the key factors influencing the formation of critical thinking skills in the digital educational environment are highlighted. An empirical study was conducted using the methods of questionnaires, testing and statistical data analysis. The sample consisted of 312 undergraduate students from 5 universities in different regions of Russia. The results showed that the level of critical thinking development positively correlates with the active use of digital educational resources (r=0.68; p<0.01) and involvement in online discussions (r=0.54; p<0.05). Significant differences in critical thinking indicators were revealed among students with different digital learning styles (F=11.27; p<0.001). A model for the development of critical thinking is proposed that integrates traditional and digital pedagogical technologies. The necessity of transforming educational programs and increasing the digital competence of teachers is substantiated. The prospects for further research on the factors and mechanisms of critical thinking development in the digital educational space are outlined.