Developing Critical Thinking Skills among Master’s Students in Technical Specialties through English Language Learning

Abstract

At the current stage of updating the professional training of future engineers, the development of critical thinking among master’s students of technical specialities is becoming increasingly important – including, in particular, within English-language instruction. The aim of this article is to examine the key features and principles of developing critical thinking in master’s students of technical universities while they study a practical English course for scientific communication. In the article, the development of critical thinking is described as a complex intellectual and reflective process. It involves the learner’s ability to consciously analyse information, assess its credibility and logic, draw well-reasoned conclusions, make informed decisions, and defend their viewpoint using arguments and evidence. Methods. To address the stated objectives, the following scientific methods were used: analysis, synthesis, generalization, and systematization. Results. It is established that developing critical thinking in future specialists is a multifaceted process shaped by many factors. One of the leading ones is their professional training as a whole, and the study of English in particular. The article highlights several features of how critical thinking develops during English-language learning: it enhances students’ academic and professional mobility; strengthens their ability to analyse scientific information in English; supports the development of reasoned communication skills in intercultural contexts; and fosters independence and responsibility for the outcomes of their learning. Conclusions. The development of critical thinking in future engineers while studying English is grounded in a system of interconnected principles: problem-based learning, integration, reflection, dialogue, scientific orientation, contextual learning, gradual progression, learner agency, continuity, and humanisation. Applying these principles in the educational process creates conditions for shaping a competent, thoughtful, and responsible professional capable of acting effectively in a global information environment.