Developing critical thinking in higher education

Uzbekistan World Languages University
English philology faculty, 2nd year student
Ne’matullayeva Mukhlisa Sherali kizi
nematullayevam8@gmail.com

Abstract: In the context of modern higher education, the development of critical thinking skills has become a central objective of academic instruction. As universities prepare students for complex professional and social environments, the ability to analyze information, evaluate arguments, and make reasoned decisions is increasingly essential. This article explores the concept of critical thinking and its significance in higher education. It examines key components of critical thinking, including analysis, evaluation, reflection, and problem-solving. Drawing on educational and cognitive research, the study discusses common barriers to the development of critical thinking, such as passive learning methods, overreliance on memorization, and limited student engagement. The article also highlights effective pedagogical strategies for fostering critical thinking, including active learning, discussion-based instruction, problem-based learning, and reflective practices. Overall, the article provides a structured framework for integrating critical thinking development into higher education and enhancing students’ academic and intellectual independence.

Keywords: Critical thinking, higher education, analytical skills, problem-solving, active learning, student engagement, reflective thinking, academic independence.

Аннотация: В условиях современного высшего образования развитие навыков критического мышления становится одной из ключевых задач академического обучения. Поскольку университеты готовят студентов к сложной профессиональной и социальной среде, способность анализировать информацию, оценивать аргументы и принимать обоснованные решения приобретает особую значимость. В данной статье рассматривается понятие критического мышления и его роль в системе высшего образования. Анализируются основные компоненты критического мышления, включая анализ, оценку, рефлексию и решение проблем. На основе педагогических и когнитивных исследований обсуждаются распространенные препятствия развитию критического мышления, такие как пассивные методы обучения, чрезмерная ориентация на заучивание и ограниченная вовлеченность студентов. Также в статье выделяются эффективные педагогические стратегии формирования критического мышления, включая активное обучение, дискуссионные методы, проблемно-ориентированное обучение и рефлексивные практики. В целом статья предлагает системный подход к интеграции развития критического мышления в высшее образование и повышению академической и интеллектуальной самостоятельности студентов.

Ключевые слова: критическое мышление; высшее образование; аналитические навыки; решение проблем; активное обучение; вовлеченность студентов; рефлексивное мышление; академическая самостоятельность.

   The mission of higher education in the twenty-first century extends far beyond the transmission of disciplinary knowledge. Universities are increasingly expected to develop graduates who can think independently, evaluate information critically, and respond thoughtfully to complex global challenges. In this context, critical thinking has emerged as a cornerstone of academic excellence and lifelong learning. The rapid expansion of digital information has transformed the learning environment, making students more vulnerable to superficial understanding and passive consumption of content. Without well-developed critical thinking skills, learners may struggle to distinguish reliable information from misinformation, synthesize diverse perspectives, or construct coherent arguments. Therefore, fostering critical thinking is not only an academic necessity but also a societal imperative. This article seeks to examine the nature of critical thinking in higher education and explore systematic strategies for its effective development.

Theoretical foundations of critical thinking

   Critical thinking is commonly conceptualized as a form of higher-order thinking involving analysis, evaluation, inference, and self-regulation. According to Facione, critical thinking consists of both cognitive skills and dispositional elements, such as intellectual humility, open-mindedness, and persistence. These dimensions interact to enable individuals to engage in purposeful and reflective judgment. From a constructivist perspective, critical thinking develops through active engagement with knowledge rather than passive reception. Learners construct meaning by questioning assumptions, testing hypotheses, and reflecting on outcomes. In higher education, this process is supported through academic discourse, research-based learning, and exposure to multiple viewpoints. As a result, critical thinking becomes a dynamic intellectual practice rather than a fixed skill.

Cognitive and metacognitive components

   Critical thinking involves a range of cognitive processes, including interpretation, analysis, evaluation, and synthesis. However, these processes alone are insufficient without metacognitive awareness. Metacognition allows students to monitor their own thinking, recognize cognitive biases, and adjust strategies accordingly.

University students who develop metacognitive skills demonstrate greater academic independence and deeper engagement with learning materials. They are more capable of identifying gaps in understanding, evaluating the strength of arguments, and revising their perspectives. Consequently, metacognition serves as a bridge between knowledge acquisition and critical application.

Methodological approach

   This article adopts a qualitative analytical approach grounded in a review of interdisciplinary educational literature. Key theoretical frameworks and empirical studies on critical thinking development were examined to identify recurring patterns, challenges, and effective instructional practices. Sources were selected based on relevance, academic credibility, and applicability to higher education contexts. The analysis focuses on synthesizing existing research rather than conducting experimental investigation. This approach allows for a comprehensive understanding of critical thinking as a multidimensional construct influenced by pedagogical, institutional, and learner-related factors.

Barriers to critical thinking development

   Despite its recognized importance, critical thinking remains insufficiently developed in many higher education systems. One significant barrier is the dominance of teacher-centered instruction, which positions students as passive recipients of information. Such environments limit opportunities for questioning, discussion, and intellectual risk-taking. Assessment practices also play a critical role. When examinations prioritize factual recall over analytical reasoning, students are discouraged from engaging in deeper learning. Psychological factors, including fear of failure, low self-confidence, and limited academic autonomy, further constrain critical engagement. These barriers highlight the need for structural and pedagogical reform.

Instructional strategies for enhancing critical thinking

   Effective development of critical thinking requires intentional instructional design. Active learning strategies, such as debates, case studies, and collaborative problem-solving, promote analytical reasoning and perspective-taking. These methods encourage students to articulate arguments, challenge assumptions, and evaluate evidence. Problem-based learning (PBL) is particularly effective in higher education, as it situates learning within authentic, complex problems. Through inquiry-based tasks, students develop reasoning skills and connect theoretical knowledge to real-world contexts. Reflective practices, including journals and self-assessment, further strengthen metacognitive awareness and intellectual responsibility.

Curriculum integration and institutional responsibility

   For critical thinking development to be sustainable, it must be embedded within curriculum structures rather than treated as an isolated objective. Learning outcomes should explicitly emphasize analytical and evaluative competencies, while assessment criteria must reward depth of reasoning and originality. Faculty development is equally essential. Educators require training in designing tasks that promote higher-order thinking and facilitating meaningful academic dialogue. Interdisciplinary learning environments also enhance critical thinking by exposing students to diverse epistemological perspectives.

   The findings of this analysis suggest that critical thinking development is a complex, multi-layered process influenced by instructional practices, institutional culture, and learner motivation. While individual teaching strategies are effective, their impact remains limited without systemic support. A holistic approach that aligns pedagogy, assessment, and curriculum design is therefore essential. Developing critical thinking skills in higher education is a strategic priority for preparing students to meet academic, professional, and societal challenges. This article has demonstrated that critical thinking underpins intellectual autonomy, academic success, and lifelong learning. However, its development requires deliberate pedagogical planning and institutional commitment. By adopting learner-centered approaches, reforming assessment practices, and integrating critical thinking across curricula, higher education institutions can cultivate reflective, adaptable, and responsible graduates capable of navigating an increasingly complex world.

References:

1. Facione, P. A. (2011). Critical Thinking: What It Is and Why It Counts. Insight Assessment.
2. Paul, R., & Elder, L. (2006). Critical Thinking: Tools for Taking Charge of Your Learning and Your Life. Pearson.
3. Brookfield, S. D. (2012). Teaching for Critical Thinking. Jossey-Bass.
4. Halpern, D. F. (2014). Thought and Knowledge. Psychology Press.
5. Kuhn, D. (1999). Educational Researcher, 28(2), 16–25.
6. Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University.
7. OECD. (2019). Future of Education and Skills 2030.

Muxlisa Ne’matullayeva was born on November 4, 2006. She is a second-year student at the Faculty of World Languages, where she is developing strong skills in foreign languages and intercultural communication. Muxlisa is known for her dedication to learning and her interest in global cultures. She strives to broaden her knowledge and build a successful future through education and continuous self-improvement.

Cinderella

When I remove my royal robes,  

pluck the pearl buttons,  

and slip into everyday clothes —  

I am still Cinderella.  

The glass slipper  

waits for me always  

on the staircase.

Even the midnight chime  

cannot divide me from my dreams.  

You are my prince,  

and a thousand clichés  

float between us yet never wash away  

my longing  

for the silver lake  

where I drift toward you.

My ship of pleasures  

is moored to the pier of land —  

and though I conquer desire  

again and again,  

within me lives  

the pull of the full moon  

shining through us both.

This fire  

has no wish to hide.  

Only my betraying body  

distorts my voice,  

wrinkles, rusts —  

and from me you can draw  

only secret tones,  

the silences  

of a distant woman

Marin Angel, a writer from Finland and Bulgaria, seeks volunteer writers and editors for a newly forming international poetry society.

Hello, poets, poetesses, and friends of poetry!

I created a WhatsApp group called ‘PPPT’, which you can join if you are interested (actively and/or positively) in poetry. There, in our ‘PPPT’ group, I will publish information about how our party should work, with the sole purpose of helping to preserve poetry around the world for ourselves and especially for future generations.
I will mention one very important point related to my desire to create this poetic political party ‘Transparent’… A few months ago, a friend of mine (at this stage, he doesn’t want me to reveal his name) told me that he was willing to give away a significant portion of his money. He is a widower and has no children. The amount he is willing to allocate to this idea – the rescue and preservation of poetry – is approximately 6,700,000 US dollars. Before giving me this money, he stated his conditions:
The PPPT party must have at least 8,000 members. Four thousand of them must be active members (proofreaders and editors) who, for at least 12 months, will demonstrate how they all work together for the benefit of POETRY. Inactive (so-called sponsor) members of the PPPT must constantly promote our party among their relatives, friends and acquaintances.
For more information, write to me here marinangel.fi@gmail.com, in our general group https://chat.whatsapp.com/EJKeUxZNzHr6YjZJJs6Z9s?mode=gi_t or in a private message on WhatsApp!
I look forward to your reply!
Marin
+358456924499
Finland

I would be grateful if you could share this message with your family, friends and acquaintances!
Thank you in advance for your help.
Marin

Active members of the Poetic Political Party ‘Transparency’ (abbreviated as PPPT) will receive the following BENEFITS:

1) Within (maximum) 2 years, your works will become known in 75 countries around the world. By becoming an active member (EDITOR) of PPPT, you will be able to publish 2 of your poems per month in our group, which will be translated into 12 languages completely free of charge.

2) Our first book, ‘The Colour, Smell and Taste of White Snow,’ will be distributed in these 75 countries by the end of April 2027. The recipients of our book will include more than 500,000 people, including more than 300 presidents (current and former), all prime ministers, ministers of culture, current and former politicians, the largest and most important libraries, all leading literary and art publishers, more than 5,000 companies and many other individuals.

What will each editor’s job entail?

The editor will be required to professionally edit (in the language or languages he or she is fluent in) eight poems each month, which we will send to him or her for editing.

Marin

https://chat.whatsapp.com/EJKeUxZNzHr6YjZJJs6Z9s?mode=gi_t

I am writing on behalf of the Poetic Political Party ‘Transparent’ (abbreviated PPPT) to invite you to join our shared cultural exchange, which celebrates our family traditions and unique customs, both of your culture and of all cultures around the world.

We believe that sharing amazing stories and family rituals can create a wonderful bridge between our rich cultural traditions. Our goal is to develop relationships that enrich the lives of all peoples and/or nations through open dialogue and the exchange of experiences.

We believe that cultural diversity is crucial in today’s globalised market, and by sharing these experiences, local traditions and knowledge, we can contribute to

creating a more diverse environment for ourselves and future generations.

Your personal reputation as someone interested in cultural diversity and your reputation for understanding (e.g., poetry, folk art, visual arts, etc.) make you an ideal partner in our joint initiative.

As part of our joint efforts to create a more diverse and dynamic community, we are planning a series of events — for example, our first book, in which we will collect all of our amazing memories that highlight the beauty and richness of different cultures.

We believe that by uniting as ONE, we can learn from the stories of others and create a stronger sense of unity.

You can read about our activities in our PPPT group here https://chat.whatsapp.com/EJKeUxZNzHr6YjZJJs6Z9s?mode=gi_t

Yours sincerely,

Marin Angel Lazarov – Chairman of PPPT

Finland and Bulgaria

FORGET

Forget bad things 

Never remember 

Delete bad things 

Never write again 

Move away from bad things 

Never approach again 

Do not regret 

Do not be sad 

Do not angry 

Do not remember 

Delete, let go 

Re-start life.

Türkan Ergör, Sociologist, Philosopher, Writer, Poet, Art Photography Model. Türkan Ergör was born 19 March 1975 in the city of Çanakkale, Türkiye. She was selected International “Best Poet 2020”. She was selected International “Best Poet, Author/Writer 2021”. She was selected International “Best Poet, Writer/Author 2022”. She was awarded the FIRST PRIZE FOR THE OUTSTANDING AUTHOR IN 2022. She was awarded the 2023 “Zheng Nian Cup” “National Literary First Prize” by Beijing Awareness Literature Museum. She was awarded the “Certificate of Honor and Appreciation” and “Crimean Badge” by İSMAİL GASPRİNSKİY SCIENCE AND ART ACADEMY. She was awarded the “14k Gold Pen Award” by ESCRITORES SIN FRONTERAS ORGANIZACIÓN INTERNACIONAL.

Enhancing Women’s Employment and Entrepreneurship – A Factor of Socio-Economic Development

Today, women’s active participation plays a crucial role in ensuring the sustainable development of society, the growth of the economy, and the well-being of families. Women’s active involvement in the labor market not only increases their personal income but also expands the country’s economic potential and contributes to job
creation. Therefore, it remains one of the most important social issues.

The Importance of Increasing Women’s Employment

Women’s employment is closely linked to their social activity, economic independence, and growing status in society. An employed woman:

 Contributes to the economic stability of her family;
 Creates opportunities for raising healthy and educated children;
 Participates actively in social life;
 Realizes her talents and abilities.

Furthermore, the effective utilization of women’s labor leads to an increase in the number of skilled professionals in the labor market.
Women’s potential is especially high in fields such as education, healthcare, services, handicrafts, and innovation.

Entrepreneurship – Expanding Opportunities for Women
In recent years, special attention has been paid to the development of women’s entrepreneurship.

Starting their own businesses allows women to:
 Achieve financial independence;
 Work in areas of personal interest;
 Create additional employment opportunities;
 Strengthen their social engagement.

Small business and family entrepreneurship, in particular, serve as favorable directions for women living in rural areas.
Traditional and profitable activities such as tailoring, cooking, livestock breeding, carpet weaving, gold embroidery, and needlework remain key sources of income for women.

State Support for Women’s Development
To support women’s empowerment, the following measures are being implemented:

 Organization of vocational and professional training courses;
 Provision of preferential loans, subsidies, and grants;
 Implementation of projects enabling remote work;
 Establishment of business advisory centers;
 Introduction of special programs for socially vulnerable women.

These initiatives are creating a solid foundation for women’s active participation in the economic sphere.

Challenges and Solutions
However, in certain regions, several challenges persist in increasing women’s employment:

 Insufficient qualifications and education;
 Limited access to financial resources;
 Social stereotypes and psychological barriers;
 Time constraints due to family responsibilities.
To overcome these barriers, it is essential to:
 Provide women with training in modern professions;
 Develop their entrepreneurial skills;
 Expand remote work opportunities;
 Strengthen mentorship and advisory systems;
 Promote gender equality within families.

Conclusion
Women’s employment and entrepreneurship are vital indicators of social progress.

By supporting women economically:
 Family welfare is strengthened;
 Poverty rates decline;
 New jobs are created;
 The national economy develops sustainably.

Abdiyeva Mahbuba Rahmiddinovna was born on September 22, 1989, in Nishon district, Kashkadarya region. She studied at secondary schools No. 31 and No. 11 in her district, and later graduated from the Faculty of Natural Sciences at Qarshi State
University, majoring in Geography (2013–2017). She is married. From 2019 to 2022, she worked as an educator at Preschool No. 23 and as a teacher at Secondary School No. 11 in Nishon district.

Since 2022, she has been serving as the Women’s Activist of the Paxtaobod and Jalajin neighborhoods of Nishon district, Kashkadarya region. She is currently learning English and Turkish. Her articles titled “Developing Beekeeping in Uzbekistan” and “Uzbek National Handicrafts” have been published. She actively participates in ecological projects and is a member of the Association of Artisans. Her future goals include pursuing a master’s degree at a foreign university, working in the field of management, establishing a handicraft center and assisting in the legalization of women entrepreneurs’ activities.

Lifelong learning: Importance in the 21st Century

Student of the philology faculty of Uzbekistan State World Languages University                                     

Dustmurodova Marjona Doniyorovna

marjonadustmurodova6@gmail.com 

Annotation: In today’s rapidly evolving world, knowledge and skills quickly become outdated, demanding continuous personal and professional development. Lifelong learning—the ongoing, voluntary, and self-motivated pursuit of knowledge—has become crucial for adapting to societal, technological, and economic changes. Unlike traditional education, which is time-bound and often confined to youth, lifelong learning emphasizes continuous growth, critical thinking, and adaptability throughout one’s life (Candy, 2002). This paper explores the significance of lifelong learning in the 21st century, its benefits, challenges, and strategies for fostering a culture of continuous learning.

Key words: strategies, paper exploring, continuous learning, pursuit learning

Understanding Lifelong Learning3

Lifelong learning is not about going to school. It is also about learning from experiences taking classes going to workshops getting professional training and studying on your own. Lifelong learning helps people grow in ways including how they think, feel and get along with others. In today’s world, where new things are being discovered all the time and technology is changing the kinds of jobs that’re available lifelong learning is something that people really need to do. This is because knowledge is growing at a fast rate and technology is changing the world of work so lifelong learning is no longer something that you can choose to do or not do it is something that you have to do as the Organisation for Economic Co-operation and Development said in 2019 and Peter Jarvis wrote about in 2007.

Learners should take charge of their growth. They need to be curious and get used to changing situations.

Lifelong learners are people who take action think about what they do and bounce back from times. These are qualities that make people happy and help society too. Lifelong learners are important, for satisfaction and societal progress because lifelong learners are always learning and growing

Importance of Lifelong Learning

1. Adapting to Technological Change

Lifelong learning is very important. The main reason for this is that technology is always changing. New machines and computer systems are being used in the workplace. This means that people need to learn things to do their jobs well. They have to keep learning skills to stay up to date. Lifelong learning helps people get the skills they need for jobs. It helps them stay competitive and have careers. People can work in different fields throughout their lives. Lifelong learning is the key, to making this happen. Technological advancement is a part of lifelong learning. It is changing the way people work and the skills they need to have

So software engineers have to keep learning programming languages all the time. This is because things are always changing.

Healthcare professionals also need to stay updated on medical technologies.

Lifelong learning is really important because it helps software engineers and healthcare professionals adapt to things. This means they are less likely to become outdated, in fields that are changing fast like the field of software engineers and the field of healthcare professionals

2. Enhancing Employability and Career Growth

In today’s world being able to learn things all the time is really important for doing well in your job. Employers, like people who’re flexible, resourceful and committed to self-improvement as Field said in 2006. People who keep learning can find opportunities get certifications and move up in their careers without having to wait for formal training programs. Lifelong learners, like these people can really take control of their careers. Make progress. They can learn skills and get better at what they do which is what lifelong learners do.

Lifelong learning is really good because it helps people learn skills that they can use in lots of situations like solving problems and talking to others. It also helps people think critically which is important for being a leader and coming up with new ideas. People who always try to learn and get better at their jobs are usually happier. Have more stable careers. Lifelong learning is important for leadership and innovation. It helps people, like professionals have a better life.

3. Fostering Personal Growth and Well-bein

Lifelong learning is really good for you not for your career. It helps you grow as a person. When you do things that challenge your mind like learning things it is good for your mental health and it helps you deal with your emotions. Things like reading, learning languages or trying out arts and crafts can make your life more interesting and help you feel better about yourself. Lifelong learning can really make a difference, in your life it can make you feel more confident and happy.

Lifelong learning is really good because it helps people get involved with their communities and meet others who like the things. People can join groups that’re interested in the same things and work together to learn new things. This is great because it can help people feel less alone and more connected to others. It can also help people understand and care about others more. Overall lifelong learning and social participation can make people feel better and happier. Lifelong learning is important for people to feel good, about themselves and their lives.

4. Supporting Societal Progres

Learning is something that people should do their lives. It is good for each person. It is also good for the community. When people keep learning they help create things make the economy stronger and get involved in their communities. The United Nations Educational, Scientific and Cultural Organization said this in 2016. Countries that make sure adults can keep learning use computers and technology. Get better at their jobs have people who can deal with problems know what is going on and can compete with others. Learning is important for people and, for societies it helps countries make informed communities and it helps people get better jobs and do new things like what the United Nations Educational, Scientific and Cultural Organization said in 2016 about learning and its importance.

Education systems that teach people to keep learning their lives can help make citizens who are good at thinking carefully solving problems and making good choices. This is important for dealing with problems like climate change, inequality and technological disruption that affect the Education systems and the people in them. Education systems that focus on learning can really make a difference, in how citizens of Education systems think and act.

Challenges of Lifelong Learning

Lifelong learning has a lot of things, about it but there are some big problems that get in the way of lifelong learning

1. Accessibility and Inequality

People do not all have the chance to learn throughout their lives. Some things get in the way like not having money not having good enough roads and buildings and not being treated fairly. These things can make it hard for people to take classes go to workshops and use things they find online as the Organisation for Economic Co-operation and Development said in 2019. Some people like those who do not have a lot of money and those who live in the country may have a tough time taking part in programs that help them keep learning. Lifelong learning opportunities are just not the same for everyone. This is especially true, for marginalized groups, including low-income populations and rural residents when it comes to continuous education initiatives and lifelong learning opportunities.

2. Motivation and Self-Discipline

Learning things your whole life requires you to really want to do it and be able to control yourself. If you do not have a plan to follow people may have a time keeping up with learning especially when they have to deal with work, family and other things they have to do (Field, 2006). Lifelong learning is not easy that is why people need to be motivated to keep going and learning things.

3. Rapid Knowledge Obsolescence

The speed at which technology and science are changing is really fast. This makes it tough for people who want to keep learning to stay to date. People who want to learn their lives have to be ready to change and plan ahead so they can focus on the skills and knowledge that are important, for technology and science. They have to think about what they need to learn and make a plan to learn it.

4. Institutional and Policy Support

The success of learning really depends on having supportive policies, good infrastructure and recognition of non-formal education. If the government and institutions do not provide support it can be very hard for people to access lifelong learning programs and the quality of these programs can be poor. This can also affect the incentives for learners.

References

 1. Candy, P. C. (2002). Lifelong Learning and Information Literacy. White House Conference on School Libraries.

 2. Field, J. (2006). Lifelong Learning and the New Educational Order. Trentham Books.

 3. Jarvis, P. (2007). Globalization, Lifelong Learning and the Learning Society: Sociological Perspectives. Routledge.

 4. OECD. (2019). Skills for 2030: Lifelong Learning and Competence Development. OECD Publishing.

 5. Schleicher, A. (2018). World Class: How to Build a 21st-Century School System. OECD Publishing.

 6. UNESCO. (2016). Education 2030: Incheon Declaration and Framework for Action. UNESCO Publishing.

 7. Merriam, S. B., & Bierema, L. L. (2013). Adult Learning: Linking Theory and Practice. Jossey-Bass.

 8. Livingstone, D. W. (2001). Adult Education, Lifelong Learning and the Knowledge Society. Canadian Journal for the Study of Adult Education, 15(1), 5-26.

 9. Cross, K. P. (1981). Adults as Learners: Increasing Participation and Facilitating Learning. Jossey-Bass.

 10. Tough, A. (1971). The Adult’s Learning Projects: A Fresh Approach to Theory and Practice in Adult Learning. Ontario Institute for Studies in Education.

My name is Marjona Dostmurodova. I was born on September 7, 2006, in Karshi city, Kashkadarya region, Republic of Uzbekistan. Currently, I am a second-year student at Uzbekistan State World Languages University. From an early age, I have been deeply interested in learning foreign languages, especially English, and I aim to work in an international environment in the future.

Alongside my academic studies, I actively participate in social and volunteer activities. I have taken part as a volunteer in various government events, concerts, ballet performances, shows, and sports events. In addition, I have volunteered in adaptive sports projects and social initiatives organized for children with disabilities, where I assisted in organizing activities and supporting participants. I have also worked with volunteers from different countries and cultural backgrounds, which helped me develop strong communication, teamwork, and leadership skills.

Moreover, I am interested in social media marketing (SMM) and have completed several courses in this field. I consider myself responsible, motivated, and adaptable, and I always strive for personal and professional growth. In the future, I plan to participate in international volunteer programs and build my career in the fields of education or aviation.