Alesya V. Logynova

In the context of digital transformation in education and the increasing volume of scientific information in foreign languages, the development of critical reading skills among students of technical training programmes has become particularly relevant. Modern graduates should not only be proficient in a foreign language but also be able to analyse scientific texts, identify methodological limitations and implicit meanings. Traditional methods often do not take into account the potential of digital technologies, which creates a gap between technological capabilities and their methodological application. The aim of the study is to analyse the methodological foundations of using digital tools in teaching critical reading in a foreign language. The methodological framework includes a systematic analysis of scientific literature on digital didactics and critical reading, as well as a comparative review of the effectiveness of digital tools. Theoretical methods such as analysis, systematization, and data synthesis were employed to develop recommendations for integrating digital tools into critical reading instruction. As a result of the research, a system of criteria for selecting digital tools for teaching critical reading has been developed, a typology of digital tools has been proposed, and strategies for integrating digital technologies at all stages of working with a text in the process of teaching critical reading in a foreign language have been identified. The theoretical significance of the research lies in substantiating the role of digital tools as cognitive enhancers, facilitating a shift from passive information consumption to active text analysis. The practical value consists of methodological guidelines for using digital tools to develop critical reading skills in a foreign language. The findings indicate that the systematic use of digital tools optimizes the learning process while fostering students' independent engagement with scientific texts, critical thinking, and academic literacy.