EL PENSAMIENTO CRÍTICO COMO REQUISITO PARA LA ALFABETIZACIÓN DIGITAL EN EL CONTEXTO SOCIOCULTURAL ACTUAL

The study’s main aim is to examine E-Learning for English Language Teaching in Higher Education Institutions in Saudi Arabia during the Covid-19 Pandemic. The significance of the study is to investigate the level of adoption of e-learning for English Language teaching and practice, the impacts of the adoption of e-learning for English Language teaching and training, challenges associated with the adoption of e-learning for English Language teaching and practice, and the future of the use of e-learning for English Language teaching and practice in Higher Education Institutions in Saudi Arabia. The study’s central question is what are the impacts and challenges of E-Learning for English Language Teaching in Higher Education Institutions in Saudi Arabia during the Covid-19 Pandemic? The study used the semi-structured interview to obtain data from six English language lecturers in Saudi Arabia Universities selected using purposive and convenient sampling techniques. The data obtained were analyzed thematically. The study concluded that e-learning is the future of theoretical and practical courses such as English language teaching and practice in Higher Educational Institutions. This technology usage will benefit everyone involved; Higher Educational Institutions can save money and time while encouraging creativity. The study recommended that students and staff should be trained and re-trained on how to use digital technologies. Education institutions and government agencies should support students with computers and adequate software.

Critical thinking skills are important for personal development and self-realization in professional activity. Thus, this research was aimed at obtaining data about the formation of students’ critical thinking and the professional competencies of the future specialist within hybrid learning. The developed elective course for psychologists and linguists was introduced into the educational system of a higher educational institution. To measure the level of forced critical thinking, the authors used the California Critical Thinking Disposition Inventory (CCTDI), which is specifically designed for undergraduate and graduate students or comparable groups. The findings describe the specifics of the students’ critical thinking formation within hybrid learning. The statistical data analysis showed positive dynamics and a significant increase in the experimental group. The practical testing and experimental validity of the developed course effectiveness gives prospects for further studies of this phenomenon and the practical implementation of innovative technologies aimed at the students’ critical thinking formation within a blended learning model in higher education institutions. The developed optional course within the blended learning model allows creating and practically implementing new educational programs for university students. The research findings also foresee the need for further study of training competent pedagogical staff for the implementation of blended learning.

This collective article discusses the philosophy of modern higher education in Iran, which in this case, optimistically, its history dates back to the founding of Dār al-fonūn (1851)—if we consider Dār al-fonūn as a university. Otherwise, its origin can be traced back to the University of Tehran (established in 1934). Central to this article is the emphasis on the lack of philosophy of higher education in Iran. Therefore, most of the criticisms in front of us are related to the internal inconsistency in the Iranian higher education system due to the lack of a national-indigenized-official philosophy of higher education in Iran. Furthermore, The Islamic Revolution of 1979 brought about fundamental changes in higher education. Accordingly, several controversial issues including the rapid growth of higher education, the Islamization of universities, cultural narratives in higher education, the increase in students, especially women and the low-income class of the country were also explored. Therefore, in this collection, the political, economic, social, cultural, moral, technological and historical dimensions of Iranian higher education were examined.

The article is devoted to the theoretical and methodological substantiation of the structure and content of pedagogical technology for the formation of critical thinking in foreign language classes at a military university. For this purpose, an analysis of scientific literature was carried out, the structural and content characteristics of pedagogical technology were identified, the structural and content composition of the pedagogical technology for the formation of cadets critical thinking in the process of learning a foreign language was determined, and on the basis of this, a pedagogical technology was developed that increases the effectiveness of the formation of cadets critical thinking in foreign language classes language. Pedagogical technology is considered as a multidimensional, ordered system of means of the pedagogical process, based on a scientific basis, implemented within a given chronotope and leading to the achievement of the planned result. Attention is focused on the main criteria of pedagogical technology: scientific, systematic, structured and procedural. The main components of pedagogical technology and their content are determined. The conceptual component of pedagogical technology defines its main idea, patterns, methodological approaches (systemic, personality-creating, competency-based, technological and communicative), principles (systematic and consistent, subjectivity, problematic, reflexive, situational), philosophical, psychological, didactic and social and pedagogical rationale for achieving educational goals. It was revealed that the content component includes a diagnosable goal, objectives of pedagogical technology, the volume and thematic content of the program for the formation of cadets critical thinking in foreign language classes at a military university. The procedural component is considered, revealing the essence, structure, algorithm, requirements and methodological conditions for organizing the educational process. The following methods have been identified to implement the technology: brainstorming, problem-based learning, TRIZ techniques, POPS formula, case method, discussion, foresight session, business game. During the study, diagnostics of the process of the technology under consideration was determined, including criteria, indicators, levels of formation, and diagnostic tools. As a result of the study, it is concluded that the effective functioning of this technology will help improve the quality of formation of cadets critical thinking in the process of learning a foreign language

The existing training system in higher education institutions does not take into account the features and capabilities of such areas as physical education and sports, primarily with regard to physical health, physical fitness activity to achieve a healthy lifestyle. Therefore, the consideration of these features in higher education institutions of physical education and sports is relevant and timely in the preparation of specialists in this specialty.
 The purpose of the study: to analyze the scientific, scientific and methodological literature and other sources of information on the features of teaching in higher education institutions of specialty 229 Public Health" and on this basis to determine the features of its teaching in institutions of higher education in physical education and sports.
 Research methods: theoretical analysis of scientific literature: generalization, synthesis, formalization, abstraction.
 Research results and conclusions: the data of the initial, scientific and methodological literature and other sources of information regarding the teaching of the specialty «Public health» in higher education institutions of America, Europe and Ukraine are analyzed.
 It is concluded that the existing system of training future specialists in higher education institutions of Ukraine in the specialty 229 «Public Health» does not sufficiently take into account the features and possibilities of the sphere of physical culture and sports, such as physical health, physical activity and recreational physical activity, which are an important component for achieving a healthy way of life and in a promising way both to improve individual, group and public health and to maintain health rove nation.
 Suggestions have been developed that allow the use in the pedagogical process in institutions of higher education of physical education and sports of Ukraine of provisions regarding physical health, physical activity and recreational physical activity, the functioning of the Sport for All physical health centers to improve the status of both individual, group and public health, and in the long run, and preserving the health of the nation.

The article presents the results of historical and pedagogical research of the problem of organizational and pedagogical support of the management process of educational work in the Ukrainian institutions of higher pedagogical education, starting from the second half of the XX century and to the beginning of the XXI century. It is established that in modern pedagogical theory and practice the question about the organization of the management of future teacher’s upbringing in higher education is relevant and insufficiently developed by modern scientists. The urgency of this problem arises due to the need to overcome the contradiction between the need to improve the mechanism of management of the process of future teacher’s upbringing and the lack of development of the content of their organizational and pedagogical support. The study of the genesis of the process of management of future teacher’s upbringing in institutions of higher education of Ukraine (second half of the XX – beginning of the XXI century) and the results of the summative stage of the pedagogical experiment allowed to determine and substantiate organizational and pedagogical bases (purpose, principles, functions, methods and conditions) according to the established stages: I stage (1958-1990) – the stage of formation of the management of educational work in high school in Ukraine; II stage (1991-2013) – the stage of reforming of the management of future teacher’s upbringing in institutions of higher education of Ukraine; III stage (from 2014 to present) – the stage of stabilization of the management of educational work in the Ukainian institutions of higher pedagogical education. In the course of the research the system of conditions of the management of future teacher’s upbringing in institutions of higher pedagogical education of Ukraine (second half of the XX – beginning of the XXI century) was determined and classified into the following types: regulatory, informational, scientific-methodological, material-financial, psycho-pedagogical, organizational. Identification and substantiation of factors, parameters and criteria of the management of educational work in the Ukrainian institutions of higher pedagogical education is a prospect of further scientific researches.

With the rapid development of information technology and the in-depth promotion of informatization in higher education, the importance of information literacy education in the libraries of higher education institutions has become increasingly prominent. As an effective way of information literacy education, the cooperative teaching model has gradually attracted extensive attention. However, there are many influencing factors in the process of information literacy cooperative teaching in Chinese higher education institutions. This study aims to explore these influencing factors and systematically analyze the key factors influencing the cooperation between libraries and teachers, faculties and other departments in higher education institutions to carry out information literacy education through literature analysis, including the lack of co-teaching as part of the organization's strategic goals, the lack of support from authoritative organizations, and the lack of financial support. The results of this study will provide a theoretical basis and practical suggestions for optimizing the cooperative teaching mode of information literacy in libraries of higher education institutions in China, to promote the sustainable development of information literacy education.

The article deals with the problem of managing the quality of music education and artistic and aesthetic education in an institution of higher pedagogical education. The information obtained during the investigation at the control stage of the experiment is presented. It is noted that the usefulness of the obtained results and conclusions is ensured by the methodological consideration of the original theoretical positions, the critical analysis of the situation of the investigated problem; correspondence of the methods of scientific research with its goals and tasks; combining methods of qualitative and quantitative analysis of experimental material; by applying the methods of static analysis; the positive results of the introduction of a complex system of adaptive management of the quality of music education in the institution of higher pedagogical education. It is noted that the conducted research does not exhaust all the significant problems related to the quality management of musical education in the institution of higher pedagogical education. It allows highlighting those problems that require additional study. Thus, the problem of methodological provision of adaptive management of the quality of music education in institutions of higher pedagogical education in accordance with the new paradigms of higher European education requires further research. It is emphasized that a complete solution to the problem of effective management of the quality of music education in the institution of higher pedagogical education is possible only in close connection with the further practical implementation of his theory within the framework of the problem of the entire higher education development of Ukraine in general.

The article is devoted to the problem of the formation of critical thinking among schoolchildren by future teachers. Critical thinking is presented as one of the metacognitive competencies; it allows a person to competently assess possible information risks and threats existing in the modern world in the media environment. The article analyzes the works of researchers who reveal not only the essence and content of critical thinking (V.S. Bybler, E.D. Bozhovich, V. Bolotov, A.V. Klimanova, etc.), but also its significance for the individual. In particular, the personal importance of critical thinking is analyzed in the context of ensuring information and psychological security, safe behavior in the information environment (A.A. Akhmetvalieva, M.V. Golovko, M.V. Gordienko, R.V. Grigoryan, V.F. Kupetskova, T.A.Malykh, D.S. Sinitsyn, L.A. Sorokina, T.V. Kharlampyeva). The aim of the work was to study the role of critical thinking as a component of metacognitive competencies in ensuring information-safe behavior, as well as to determine the theoretical and methodological foundations for the formation of critical thinking in students. When studying the works of researchers, methods were used to systematize and summarize information on the formation of critical thinking. Based on the analysis of the studied works, it was noted that in the current educational practice, the formation of critical thinking is carried out in relation to two groups of subjects: in relation to schoolchildren and in relation to students – future teachers. At the same time, it was also recorded that there is a shortage of research in the field of preparing future teachers for the activities of forming critical thinking in schoolchildren. As a result of the conducted research, the main organizational and pedagogical conditions for the formation of critical thinking among schoolchildren by future teachers are highlighted. The leading organizational and pedagogical conditions include the following: the stages of the process of forming critical thinking, the organization of self-diagnosis of critical thinking, the monitoring of readiness for critical thinking in the process of educational activity, the introduction into the educational process of electronic educational and methodological complexes for the independent development of strategies for the formation of critical thinking, etc.

The relevance of training teachers of higher education institutions in the conditions of the master's degree is due to changes in the national regulatory framework aimed at harmonizing with the European higher education system and expanding the scope of employment of graduates of specialty 014 "Secondary Education". The article substantiates the expediency, reveals the content, analyzes the methods and experience of forming the professional competence of a future teacher in the process of studying the discipline "Methods of teaching geographical disciplines in higher education" on the example of training masters of the educational program "Secondary Education (Geography)" at the Poltava V. G. Korolenko National Pedagogical University.It is proposed to divide the content of the discipline into two content modules: 1. Features of the organization of the educational process in higher education institutions. Designing the content of geographical disciplines. 2. Technologies and methods of teaching in the system of professional geographical training in higher education institutions. In mastering the program content of the discipline, the leading role is given to the implementation of competence-based practical tasks and tasks for independent work.When conducting practical classes, it is advisable to use information and communication technologies, in particular digital tools for developing interactive learning content (mind maps, word clouds, infographics, presentations), while respecting the principle of academic freedom of students in the selection of various applications and online applications.The specificity of studying geographical disciplines is the use of geoservices, which equip the teacher with a new didactic tool - interactive maps. Interactive forms of learning (debates, discussions, master classes) are used to form an individual teaching style.Having analyzed the approaches to revealing the structure of the professional competence of a higher education teacher, it has been found that the functions of teaching over research dominate among the teachers of Ukrainian higher education institutions, so it is necessary to aim students, as future teachers of geographical disciplines, at self-improvement in the functional areas that are accepted in the European educational space: development of the profile of a scientist through strengthening scientific work and publication activity, the ability to attract external funding for research, to popularize their own.

The article examines the current state of the workplace of a teacher at a higher education institution in the conditions of distance learning and remote work, which is primarily caused by the COVID-19 pandemic and the introduction of martial law in Ukraine, which was declared after the full-scale military invasion of the Russian Federation. In particular, the normative and legal support of teachers' activities in the distance educational environment is analyzed. The key aspects that determine the peculiarities of the organization of the workplace of a teacher of a higher education institution in the conditions of distance learning are highlighted, such as: technical support; organization of the educational process; psychological aspects; regulatory guarantees, etc. It was noted that the implementation of distance learning "devalued" the previous work with the saturation of educational institutions, in particular - higher education institutions with computer equipment and communication connections, primarily oriented to use in the mode of physical presence in the premises of higher education institutions. Attention is also focused on the problem of ensuring the physical safety of teachers of higher education institutions and students of higher education and their urgent distance learning of the key foundations of the educational process, focused on what the International Organization for Standardization (ISO) calls joint activities (Collaborative activities), which are provided by joint workplaces (Collaborative workplace). The provisions of international standards, as well as the norms of national legislation, which regulate the requirements and guarantees of the organization of the workplace of a higher education teacher according to the hierarchical structure, are consistently laid out. It is emphasized that the regulation of the professional activities of teachers of higher education institutions when performing remote work at the level of legal norms is more or less resolved, while the introduction of secondary legal documents and local acts of higher education institutions that regulate distance learning is unacceptably slow and harms the quality of higher education. It was noted that the Ukrainian legislation and the practice of its application in distance learning left higher education students and teachers of higher education institutions alone regarding the need to ensure safe and effective conditions in the new realities. There is a lack of recommendations on the organization and equipment of the workplace of a student of higher education. This is somewhat dampened by the creative practices of teachers of higher education institutions. It was concluded that the main reason for the intensive development of the distance education system in Ukraine is its integration capacity, and the five-year Ukrainian experience of conducting distance education in special conditions requires faster state regulation of this form of education and the conduct of relevant academic research, etc.

An important condition for reforming pedagogical education is the training of highly qualified teachers of higher education institutions who are able to implement program objectives and implement the requirements of professional, industry standards and educational programs in the educational process of pedagogical education institutions. Article’s purpose is to generalize the features of training future teachers of pedagogy to teach the course «Didactics» in the system of professional education of future primary school teachers. Methods applied: the method of theoretical analysis of normative educational documents and educational-methodical literature on methods of teaching pedagogy in institutions of higher pedagogical education; methods of generalization, systematization for formulating the conclusions of scientific research. Most educational programs for the training of specialists at the second (master's) level in pedagogical specialties provide for the assignment of the qualification «teacher of pedagogy», which requires his thorough theoretical and methodological and practical preparation for teaching pedagogical disciplines. Therefore, it is important in this context determination of methods of teaching the section of pedagogy «Didactics», which includes acquaintance of future teachers of pedagogy with the main goals and objectives of the course, its structure, features of the work program on the discipline, a list of sections and topics recommended for future primary school teachers; mastering the most rational forms and methods of organizing classroom (lectures, seminars, micro-teaching, modeling of pedagogical situations, etc.) and extracurricular (pedagogical observation of the real pedagogical process in primary school, acquaintance with pedagogical and methodological literature, study of advanced pedagogical experience, etc.) work of students, features of diagnostics of results of educational achievements from a course «Didactics». Preparation for teaching «Didactics» is an important component of professional training of future teachers of pedagogy in higher pedagogical education, which provides targeted, systematic and comprehensive mastery of knowledge of didactics and methods of its teaching in higher education and training the teacher's personality with a high level of scientific knowledge. organization of the process of knowledge transfer to applicants for institutions of higher pedagogical education.

In the global practice of critical thinking development, many techniques, methods, and programs have been developed, each of which leads to the desired result. When using different techniques for developing critical thinking, teachers face a number of difficulties in specific situations, including the age of the subjects of the learning process, the academic discipline in which critical thinking is being formed, the psychological climate within the collective, and the form of organizing the learning process. Therefore, for each case, the techniques will represent a set of tasks (techniques, methods) that are part of a specific criterion for developing critical thinking. The methods of developing critical thinking include the following: technology for developing critical thinking through reading and writing, insert, cluster, mind map, fish-bone technique, question cube, question daisy, cinquain, «thick» and «thin» question technique, «Six Thinking Hats», «Lotus Flower», «Predictions Tree (Decisions)», creating problematic situations, case studies, essay writing, incomplete sentence technique, knowledge building technique, etc. This article will focus on the most commonly used techniques for developing critical thinking in medical students studying the subject of pathomorphology at the Department of Pathological Anatomy of Bukovinian State Medical University. The aim – to justify the appropriateness of using different methods of developing critical thinking in a higher education medical institution, as well as their implementation in the educational process of students studying the discipline «pathomorphology». Conclusions. Critical thinking is a crucial factor for success in the XXIst century. It is the art of analysis, scientific thinking, and making well-thought-out and independent decisions. Critical thinking represents a distinct type of thinking characterised by activity, purposefulness, independence, discipline, and reflection. In the process of educating medical students, it involves the development of the ability to identify problems, analyse, synthesise, assimilate information from any source, propose alternatives and evaluate them, choose the method of problem- solving or their own position and justify their views, make conscious choices and take action. A future doctor should possess critical thinking skills in order to quickly develop a treatment strategy in emergency situations. It is important introducing education that fosters the development of critical thinking (solving real problems and students making decisions in various situations) and provide sound reasons for choosing the most appropriate methods, techniques, forms, and means of teaching.

The article analyzes the need for the formation of critical thinking technologies for students of non-native high schools while learning English. It has been established that the formation of students' critical thinking is a necessity dictated by modernity and the rapid development of the latest technologies. The article discusses the concepts of "critical thinking" and "criticality". The main three stages of the technology of forming critical thinking are described: challenge, comprehension, reflection. It is clear that the challenge stage purpose is to actualize previously acquired knowledge. The comprehension stage consists in acquiring new knowledge on one or another scientific problem, and the reflection stage is designed to generalize the acquired knowledge, as well as to form the student's own point of view, to encourage the continuous search for new sources of information and its analysis. It has been proven that the methodology and technology of teaching English in language and non-language high schools, although it has many common features and similarities, but also has significant differences. The article analyzes the problems that an English language teacher in a non-speaking university may face, such as: low level of foreign language proficiency of students, low level of motivation of learning English, passivity of students in classes, as well as concentration only on specialized subjects. Several technologies for the formation of critical thinking in English language classes at non-language high schools are proposed: "K-W-L" tables, interactive recording systems while reading the text. At the reflection stage, the following types of work are offered: writing various types of argumentative essays on the topic that is studied, creating conceptual tables in which students can compare three or more aspects of one or another scientific problem that is studied; discussions, expressing somebody's point of view.

The article is devoted to the problem of monitoring scientific and methodological work in institutions of higher pedagogical education, in particular to the question of diagnostics of its quality in the context of the of the competence approach. The terminolog ical field of research is defined, the main purpose and tasks of creation of the monitoring system of scientific and methodological work in pedagogical institutions of higher education are outlined. Some features of monitoring research in the field of higher pedagogical education are characterized on the basis of consideration of the origin and development of the “monitoring” phenomenon, its classification, the identification of common and distinguishing features in definitions by different authors. Pedagogical diagnostics is considered as a factor in the development of scientific and methodological work, the elements of the model, directions of implementation and stages of diagnostic examination of various aspects of scientific and methodical work realization are named, and its results are predicted. On the basis of the results of scientific generalization, analysis of scientific and methodological work practice in pedagogical institutions of higher education, the key criteria of its quality are identified and the relationship of professional as well as scientific and methodological competence is established. The contradictions that determine the implementation and the main categories of competency approach, the place of scientific and methodological competence in the system of competences of the teacher of a pedagogical institution of higher education are determined. The connection of the process of forming the scientific and methodological competence of the teacher with the innovativeness of his activity at certain stages was fixed. The components of scientific and methodological competence structure are distinguished: epistemological, axiological, traseological, professional and personal. In the context of the conducted research, the object and indicators of the scientific and methodological competence formation of the teacher of a pedagogical institution of higher education were determined, the scheme of its formation was developed and the characteristics of individual levels were drawn up.