Keyword: «критическое мышление»

The article is devoted to the analysis of the use of authentic texts in the process of teaching reading in foreign language studies for the development of critical thinking. Theoretical foundations are considered, including the definitions and classification of authentic texts, their role in language education, and their connection with the formation of critical thinking. The main principles of organizing the educational process, stages of working with texts, and examples of tasks aimed at developing critical thinking are described. The advantages and limitations of using authentic materials are highlighted, as well as their significance in shaping students’ linguistic and cognitive skills.

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.

Modern technologies, including artificial intelligence, are being actively introduced into education, changing traditional teaching methods. They offer personalization, automation of routine tasks, and new interactive formats, but also carry risks such as reduced independence and shallow learning. Surveys show that most students see AI as an assistant, not a substitute for live interaction. The key principle of successful implementation is a reasonable balance between technology and classical pedagogical approaches. The future of education lies in a harmonious combination of digital tools and the human factor.

The relevance of the research problem is driven by several factors, including the need to adapt to new realities in the rapidly changing modern world, as well as the importance of fostering psychological resilience to such changes. In the context of foreign language teaching, the development of flexible thinking also takes center stage. In this way, cognitive flexibility influences one’s ability to sustain communication in daily life, successfully overcome barriers in interaction, perceive learning as a process where mistakes serve as opportunities for professional growth, lay the foundation for a growth mindset, and rely on critical thinking to understand the logic of a foreign language. Of particular importance is the study of cognitive flexibility in relation to English language teaching at a non-linguistic university, where students learn both general English and English for specific purposes. The latter involves simulating real workplace scenarios, analyzing professional case studies, and engaging in specialized discussions. Accordingly, the aim of this article is to outline the psychological and pedagogical aspects of developing cognitive flexibility in non-linguistic university students by identifying its key characteristics and proposing targeted exercises. The study is grounded in cognitive flexibility theory and constructivist theory of learning. The findings reveal the following features of cognitive flexibility: the ability to adapt to changing conditions, the capacity to generate novel and creative solutions, the application of existing knowledge in new contexts, the analysis of problems or situations from multiple perspectives, the ability to switch between different rules and tasks, and the demonstration of a growth mindset. Based on these characteristics, the paper describes task types that facilitate the acquisition of essential skills for adapting to the demands of the modern world. The theoretical significance of the study lies in its comprehensive examination of cognitive flexibility, enriching the understanding of executive brain functions and their application in foreign language learning. The practical significance of the research is twofold: it expands the methodological repertoire of creative exercises for English language instructors and it demonstrates the potential for applying the proposed techniques in other educational contexts, tailored to learners' needs.

In the article attention is paid to the methods of activization of cognitive activity of junior schoolchildren by means of application of technology of critical thinking development on the lessons of literature cognitive activity of junior schoolchildren through the use of technology of critical thinking development at the lessons of literary reading (TCRM). A brief description of its stages is given and fragments of lessons developed for elementary school students are presented.