METHODOLOGY FOR DEVELOPING STUDENTS’ CRITICAL THINKING THROUGH COOPERATIVE LEARNING TECHNOLOGIES

Abstract

This article examines the theoretical and pedagogical foundations and practical potential of a methodology for developing students’ critical thinking through cooperative learning technologies. It explores the didactic potential of cooperative learning technologies in developing students’ competencies in information analysis, evaluation of the reliability of evidence, comparison of alternative perspectives, drawing logical conclusions, and formulating evidence-based arguments in higher education. Furthermore, the article substantiates the methodological features of such approaches as small-group work, academic discussion, problem-situation analysis, and peer reflection, highlighting their role in enhancing students’ cognitive engagement and independent thinking. Particular attention is paid to the pedagogical conditions necessary for the purposeful organization of cooperative learning, the establishment of effective communication among students, and the integration of individual thinking processes with collaborative learning activities. The scientific and practical significance of the article lies in exploring the possibilities of implementing cooperative learning technologies within a methodological framework aimed at developing critical thinking and in emphasizing the need to formulate methodological recommendations for improving higher education practices.