IMPROVING CRITICAL THINKING SKILLS OF FUTURE FOREIGN LANGUAGE TEACHERS IN THE DIGITAL EDUCATIONAL ENVIRONMENT: DIAGNOSTICS, CRITERIA, AND EXPERIMENTAL RESULTS

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Published: Jun 5, 2026
Keywords:
critical thinking, digital educational environment, CTDF model, foreign language teacher, diagnostics, pedagogical experiment, AI literacy.

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Ismoiljonov Shuxratjon Boymirza o‘g‘li
Pedagogika fanlari nomzodi, associate professor, Namangan State chet tillari Institute

Abstract

This article presents the methodology, results, and scientific-practical conclusions of a large-scale experimental study conducted to improve the critical thinking skills of future foreign language teachers in a digital educational environment. The CTDF (Critical Thinking Development Framework) model was tested in a quasi-experimental study involving 463 students from 6 higher education institutions of the Republic of Uzbekistan. The results showed that the students in the experimental group demonstrated a statistically significant increase in critical thinking skills across all five criteria (p < 0.001; Cohen d = 1.47–1.68).

Article Details

How to Cite
o‘g‘li, I. S. B. (2026). IMPROVING CRITICAL THINKING SKILLS OF FUTURE FOREIGN LANGUAGE TEACHERS IN THE DIGITAL EDUCATIONAL ENVIRONMENT: DIAGNOSTICS, CRITERIA, AND EXPERIMENTAL RESULTS. Research Focus International Scientific Journal, 5(5), 98–104. Retrieved from https://refocus.uz/index.php/rf/article/view/2256
Issue
Vol. 5 No. 5 (2026): Research Focus International Scientific Journal. Volume 5, Issue 5 (2026)
Section
13.00.00 – Pedagogical sciences

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