Keyword: «критическое мышление»

based on the statistical and analytical report on the results of the Unified State Exam in geography in the Kirov region for 2025, the article reveals persistent deficits in graduate training, including poor knowledge of geographical nomenclature, lack of formation of the conceptual apparatus, difficulties in establishing cause-and-effect relationships and a low level of completion of tasks on the interrelation of natural and socio-economic processes. It is shown that traditional teaching methods do not allow to overcome these disadvantages. The necessity of introducing activity-based and competence-oriented technologies, such as case studies, technology for the development of critical thinking, situational modeling and systematic work with various sources of information, is substantiated. Specific methodological solutions for differentiated work with students of different levels of training are proposed.

The article examines the potential of an English lesson as a platform for the development of critical thinking in adolescents. The author argues that working with authentic problem texts of modern culture, in particular postmodern fairy tale novels, allows for the integration of subject (linguistic) and meta-subject (intellectual) educational outcomes. The article substantiates the thesis that a foreign language ceases to be an end in itself, turning into a tool for deep substantive work, analysis of nuances, irony and stylistic features, which increases the motivation and meaningfulness of the learning process. Adolescence is defined as a sensitive period for such integration, and a foreign language lesson as a unique opportunity to form a critical reader's position through intercultural communication.

this article is devoted to the analysis of ethical aspects of integrating artificial intelligence technologies into the educational process, as well as to identifying the principles for the responsible use of neural networks in school practice. The study examines the following issues: the formation of digital literacy and ethical awareness among students, the problem of delineating the boundaries between acceptable assistance from a neural network and academic misconduct, and ways to integrate generative models into educational activities without compromising the development of critical thinking and the student's authorial position. Special attention is paid to the role of the teacher in shaping an ethical culture of interaction with artificial intelligence.

The article discusses modern approaches and innovative methods for developing critical thinking in schoolchildren in the context of a digital educational environment. In today's information-driven society, the ability to think critically and work effectively with information has become a crucial skill for successful adaptation and professional growth. Students should be able to analyze, evaluate, and use information from various sources, especially in a digital environment. All of this contributes to the development of independence, responsibility, and media literacy, which are essential for successful learning and life in the future. This article analyzes the features of using information and communication technologies for developing systemic and analytical thinking, as well as implementing interactive and project-based forms of education. The article presents the proposed modern methods and describes the prospects for their integration into the educational process. The work is aimed at improving the quality of education and developing key competencies for future participants in the information society.