Development of critical thinking in higher education students in light of the spread of generative neural networks

Abstract

This article examines the changing conditions for critical thinking development in higher education as a result of the widespread use of generative neural networks by students. Critical thinking is viewed as a skill that should be developed through mastering all the competencies of the educational program and become a fundamental soft skill for future professionals, regardless of their field of professional activity. The need for systematically developing critical thinking in students is considered as an important factor for successful future professional development. The main tools for developing critical thinking in higher education are discussed. The impact of using generative neural networks in various disciplines on the development of critical thinking is described, based on an anonymous survey. The main risks to the development of critical thinking in students resulting from the spread of neural networks are identified. It is substantiated that integrating generative neural networks into the educational process under the supervision of the teacher makes it possible to preserve the conditions for developing students' critical thinking. Practical recommendations for improving the educational process to develop students' critical thinking, taking into account the spread of generative neural networks, are offered.