DIDACTIC PRINCIPLES OF DEVELOPING CRITICAL THINKING IN ENGLISH LANGUAGE CLASSES: A SCIENTIFIC AND METHODOLOGICAL ANALYSIS BASED ON A TECHNOLOGICAL APPROACH

Authors

  • Dildora Mavlonova Author

DOI:

https://doi.org/10.47390/ydif-y2026v2i4/n17

Keywords:

critical thinking, didactic principles, English language teaching, pedagogical technology, reflective learning, competence-based education.

Abstract

This article analyzes the didactic foundations of developing students' critical thinking skills in English lessons in the context of a technological approach. The research was conducted within the framework of the specialty 13.00.01 - Theory and History of Pedagogy, and a methodological model is proposed based on the integration of constructivist, competency-based and reflexive approaches. The results of the experimental study showed positive dynamics in the analytical, interpretative and evaluative competencies of students.

References

1. Dewey, J. (1933). How We Think. D.C. Heath.

2. Paul, R., & Elder, L. (2014). Critical Thinking: Tools for Taking Charge of Your Learning and Your Life. Pearson.

3. Ennis, R. H. (2011). The Nature of Critical Thinking. University of Illinois.

4. Facione, P. (2015). Critical Thinking: What It Is and Why It Counts. Insight Assessment.

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Published

2026-02-26

Issue

Vol. 2 No. 4 (2026): SCIENCE OF THE NEW ERA: INNOVATIVE IDEAS AND SOLUTIONS FOR HUMANITY

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Mavlonova , D. (2026). DIDACTIC PRINCIPLES OF DEVELOPING CRITICAL THINKING IN ENGLISH LANGUAGE CLASSES: A SCIENTIFIC AND METHODOLOGICAL ANALYSIS BASED ON A TECHNOLOGICAL APPROACH. SCIENCE OF THE NEW ERA: INNOVATIVE IDEAS AND SOLUTIONS FOR HUMANITY, 2(4), 83-85. https://doi.org/10.47390/ydif-y2026v2i4/n17