Development of critical thinking of future specialists through interaction with large language models in blended learning

Abstract

The relevance of the study is determined by the fact that the digitalization of education intensifies the need to develop the ability to critically evaluate information and make reasoned decisions in the process of professional training. The integration of intelligent natural language processing systems into blended learning expands the possibilities for organizing cognitive activity and increases the importance of pedagogical support. Interaction of students with analytical digital tools facilitates the transition from reproductive actions to meaningful analysis, argumentation, and reflection. Objective. The aim of the study is to substantiate the features of developing critical thinking in future professionals in the process of using intelligent language systems in blended learning (combining face-to-face and distance education), as well as to identify pedagogical conditions for improving the effectiveness of this process. Methods. The study employs analysis and synthesis of scientific sources (in particular works on digital transformation of education and the development of critical thinking in professional training) to clarify the categorical framework; comparative analysis of practices of using digital technologies in professional education; generalization of pedagogical experience in implementing intelligent systems; and elements of systematization to identify key characteristics of learning interaction based on criteria of critical thinking development effectiveness and the level of integration of digital tools into the educational process. Results. The didactic potential of intelligent language systems in the development of critical thinking has been identified. It has been established that their use enhances processes of interpretation, argumentation, verification of information reliability, and self-monitoring of learning outcomes. The feasibility of combining students’ independent work with purposeful pedagogical support has been substantiated. The factors of effectiveness have been identified, including the use of problem-based tasks, regulation of digital tool usage, development of digital literacy, and reflective activity. Conclusions. The use of intelligent language systems in blended learning ensures the development of critical thinking in future professionals, provided that the educational process is organized on a scientifically grounded basis. Further research should focus on empirical verification of the proposed provisions and the development of practical recommendations for professional training, taking into account the formulated pedagogical conditions.