Integration of Critical Thinking Elements into English Language Training for Students of Non-Linguistic Schools

Abstract

The article explores the features of developing critical thinking in students of non-linguistic specialties during the process of learning English as a foreign language. Amid the transformation of the higher education system, the focus shifts toward the formation of universal competencies that have an interdisciplinary nature. One of such competencies is critical thinking — a cognitive ability for objective analysis of information, assessment of its reliability, formulation of reasoned conclusions, and making responsible decisions. English, as a universal tool of intercultural communication, significantly influences the professional development of future specialists. In the context of globalization processes, its study becomes particularly important, as knowledge of a foreign language provides access to current information, promotes participation in international initiatives, and ensures competitive advantages in the modern labor market. At the same time, the educational potential of English language classes extends beyond the development of purely language skills. Such classes can become an effective means of fostering critical thinking, as they involve the analysis of socially significant issues, interpretation of authentic materials, and solving communication tasks close to real-life situations. The paper analyzes modern scientific approaches to defining the concept of critical thinking, outlines methodological principles and tools for its formation in students. Teaching strategies include the use of open-ended questions, discussions, debates, role-playing games, as well as organizing group activities that stimulate analysis, argumentation, and collaboration. Particular attention is paid to creating a favorable educational environment that supports students' active involvement in thinking processes. The importance of a step-by-step development of thinking skills from a reproductive to a creative level is emphasized. Examples of practical tasks that promote flexible thinking, empathy, and professional self-realization are provided. The feasibility of integrating critical thinking into English language courses for non-linguistic specialties is justified as a factor in improving the quality of modern specialist training.