THEORETICAL AND METHODOLOGICAL BASIS FOR ENHANCING CRITICAL THINKING AMONG PRE-SERVICE FOREIGN LANGUAGE TEACHERS IN DIGITAL EDUCATIONAL SETTINGS
DOI:
https://doi.org/10.47390/ydif-y2026v2i12/n44Ключевые слова:
critical thinking; digital education; pre-service foreign language teachers; teacher professional competence; higher education; cognitive development; integrative digital pedagogy; educational transformation; Uzbekistan.Аннотация
Abstract. This article explores the conceptual, philosophical, psychological, and pedagogical underpinnings of critical thinking as an essential professional competence for pre-service foreign language teachers within digital educational settings. Integrating insights from Eastern intellectual heritage, Western philosophical thought, and contemporary theories of cognition, the study develops a comprehensive theoretical model for conceptualising critical thinking in teacher education. It argues that the rapid digitalisation of education requires an expanded understanding of critical thinking that extends beyond general cognitive abilities to include critical evaluation of digital and linguocultural information, pedagogical reflection, self-regulated professional decision-making, and responsible instructional practice. Through a comparative examination of fifteen prominent definitions of critical thinking, the study identifies four major conceptual perspectives: skills-oriented, disposition-oriented, competence-oriented, and integrative-digital. Based on this analysis, an original integrative definition is proposed to address the specific professional needs of future foreign language teachers within the context of Uzbekistan's evolving digital education system.
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