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| Главный автор: | |
|---|---|
| Формат: | Recurso digital |
| Язык: | английский |
| Опубликовано: |
Zenodo
2025
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| Online-ссылка: | https://doi.org/10.5281/zenodo.18076594 |
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Оглавление:
- <p>This article examines contemporary pedagogical approaches that support the development of critical thinking in higher education. Through a narrative literature review and conceptual analysis, the study synthesizes findings from 2010–2025 across education, cognitive psychology, and STEM didactics. The article evaluates active learning strategies—including Problem-Based Learning, flipped instruction, case-based approaches, debates, and collaborative learning—through the lenses of Bloom’s Taxonomy and the ICAP engagement model. A conceptual framework is proposed to explain how interactive, inquiry-driven methods contribute to higher-order cognitive development. The discussion highlights pedagogical implications, the evolving role of instructors, and institutional conditions required for effectively fostering critical thinking.</p>