Innovative technologies for the development of critical thinking in students

• Chashechnikova, Olga ^[1] ; Odintsova, Oksana ^[1] ; Hordiienko, Iryna ^[2] ; Danylchuk, Oksana ^[3] ; Popova, Liudmyla ^[4]
  1. [1] Sumy State Pedagogical University named after A. S. Makarenko, Ukraine.
  2. [2] Drohobych Ivan Franko State Pedagogical University, Ukraine.
  3. [3] Vasyl' Stus Donetsk National University, Ukraine.
  4. [4] National Technical University of Ukraine "Ihor Sikorskyi Kyiv Polytechnic Institute", Ukraine.

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• Localización: Revista Amazonia Investiga, ISSN-e 2322-6307, Vol. 13, Nº. 81, 2024, págs. 197-213
• Idioma: inglés
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• Resumen

  • The article reveals the content and level of critical thinking; the key provisions of the philosophy of education, on which the organization of the development of critical thinking of students of higher education should be based, are highlighted; the levels of the process of formation of critical thinking skills and the most important factors and components of the development of critical thinking are considered. The methodological foundations of the research are: leading propositions of the theory of scientific knowledge; general scientific principles of historicism, systematicity, and scientificity; conceptual provisions of pedagogical, psychological, and sociological sciences; ideas of experience based on the simultaneous study of pedagogical, socio-cultural and economic phenomena; philosophical and pedagogical ideas of the development of modern education. The methodological basis of the research is presented on four hierarchically subordinated levels: philosophical, general scientific, specifically scientific, and technological. The diagnostics of the system for improving students' critical thinking and the professional readiness of future specialists allowed us to talk about integrated indicators of the formation of the professional readiness of future specialists and increasing the level of critical thinking of students at the formative stage of the experiment. The increase in students' critical thinking and the formation of professional readiness of future specialists by all indicators is 15%, which is a positive result. Positive changes in the levels of student's critical thinking and the formation of professional readiness of future EG specialists compared to CG were revealed. Increasing the level of this readiness among EG students is due to the introduction of the author's system for improving students' critical thinking with the use of innovative technologies. The conclusion emphasizes that the use of innovative technologies increases the level of critical thinking of students and their professional readiness.