Critical Thinking as a Pedagogical Category: A Comparative Aspect

Abstract

The article is dedicated to a comparative analysis of critical thinking as a pedagogical category in the works of Ukrainian and foreign researchers. Critical thinking is considered as a necessary component of modern education aimed at developing students' abilities for analysis, synthesis, and making informed decisions in various life situations. Various approaches to the development of critical thinking in education in Ukraine and abroad are analyzed; common and distinctive features in the scientific approaches in the works of Ukrainian and foreign researchers are identified. During the research, methods of comparative analysis, systematic approach, synthesis, and generalization of scientific and pedagogical literature were applied. It is concluded that the development of critical thinking is a key factor in improving the quality of education. It has been proven that the integration of the best foreign practices into Ukrainian educational programs will contribute to the preparation of highly qualified specialists capable of adapting to the conditions of a globalized world. The prospects for further research are outlined, including the development of innovative techniques for the development of critical thinking, taking into account the specifics of Ukrainian education and the needs of modern students.