PROBLEM-BASED LEARNING AS A MEANS OF DEVELOPING CRITICAL THINKING IN STUDENTS

Abstract

This article examines the didactic potential of problem-based learning in developing students' critical thinking. The relevance of this topic lies in the fact that modern education is focused not only on the transfer of knowledge but also on developing intellectual independence, the ability to analyze information, compare different points of view, argue for a position, and make informed decisions. The purpose of this work is to theoretically understand the potential of problem-based learning as a means of developing critical thinking and to identify the pedagogical conditions for its effective application in educational practice. This article explores the essence of critical thinking, the logic behind problem-based learning, the characteristics of problematic situations, and the role of the teacher in supporting students' cognitive activity. Particular attention is paid to methods that facilitate the transition from reproducible assimilation of material to exploratory inquiry, dialogic interaction, and reflection. It concludes that the systematic use of problem-based tasks, case studies, discussions, and project-based work enhances the analytical component of learning and promotes the development of sustainable critical thinking skills.