Critical thinking of psychologists in synchronous and asynchronous learning formats

Abstract

The relevance of the study is determined by the transformation of the digital educational environment and the expansion of synchronous and asynchronous learning formats, which significantly change the mechanisms of professional training of future psychologists. The growing volume of digital information, the increasing complexity of professional communication, and the necessity to work under conditions of uncertainty actualize the problem of developing critical thinking as the basis of analytical, reflective, and interpretative activity of a psychologist. The purpose of the study is defined as identifying the specific features of the development of psychologists’ critical thinking in synchronous and asynchronous learning and substantiating pedagogical approaches to improving the effectiveness of the formation of analytical and reflective competencies in a digital educational environment. The research methods are based on theoretical generalization, analysis and synthesis of scientific sources, a structural-functional approach, comparative analysis of learning formats, as well as logical-analytical modeling to determine the relationships between the organization of the educational process and the development of critical thinking of future psychologists. As a result of the study, the essence of psychologists’ critical thinking was clarified and its functional significance in professional training under conditions of educational digitalization was determined. The influence of synchronous, asynchronous, and blended learning formats on the development of analytical, reflective, and communicative competencies of learners was investigated. The effectiveness of problem-oriented, research-based, reflective, and simulation pedagogical approaches to integrating methods for the development of critical thinking into the digital educational environment was substantiated. Key scientific and practical problems were identified, including the fragmentation of analytical perception of information, the dominance of rapid response over the depth of professional analysis, the risk of cognitive isolation in asynchronous learning, and the complexity of assessing the level of critical thinking formation. Conclusions. It was proven that the highest effectiveness in the development of psychologists’ critical thinking is ensured through the integration of synchronous and asynchronous learning formats focused on combining professional interaction, analytical autonomy, and reflective evaluation of information. Prospects for further research are associated with the empirical verification of the effectiveness of blended learning models, the development of digital tools for assessing critical thinking, and the study of the influence of generative technologies on the transformation of the professional thinking of future psychologists.