The rapid digitalization of higher education has fundamentally transformed the ways students search for, perceive, process, and evaluate information. Within the digital learning environment, learners are increasingly exposed to diverse streams of textual, visual, audio, and multimodal—and often contradictory—information. In such conditions, the development of critical thinking has become one of the priority objectives of modern pedagogy, as students should be formed not as passive recipients of digital content, but as active agents capable of analyzing, comparing, evaluating sources, and drawing well-grounded conclusions. This article focuses on the key didactic principles that facilitate the development of critical thinking skills in digital learning environments. Drawing on constructivist pedagogy, metacognitive theory, inquiry-based learning, and digital literacy approaches, the study identifies essential didactic principles such as learner-centeredness, problem orientation, interactivity, reflexivity, evidence-based reasoning, and the evaluation of digital source credibility. These principles serve as a methodological foundation for designing digital learning tasks and contribute to the development of students’ analytical, evaluative, and reflective thinking. The effective use of Learning Management Systems (LMS), online forums, collaborative platforms, artificial intelligence tools, and open educational resources in digital learning environments strengthens students’ competencies in independent inquiry, source verification, and evidence-based position building. The implementation of tasks grounded in these didactic principles is especially significant in academic reading and writing courses, where they substantially improve students’ critical analysis, argumentation, and reflective writing skills.
| Mualliflar | Ismoiljonov, Shukhratjon, Исмоилжонов, Шухратжон, Ismoiljonov, Shuxratjon |
|---|---|
| Jurnal | Жамият ва инновациялар / Общество и инновации / Society and innovations |
| Nashr sanasi | 2026-04-05 |
| Jild | 7 |
| Son | 2 |
| Betlar | 183-191 |
| Til | O‘zbek |
| DOI | 10.47689/2181-1415-vol7-iss2-pp183-191 |
DOI: 10.47689/2181-1415-vol7-iss2-pp183-191 · Maqolaning asl sahifasi
критическое мышление, цифровая образовательная среда, дидактические принципы, высшее образование, цифровая грамотность, рефлексивное обучение, метакогнитивные стратегии, интерактивное обучение, проблемное обучение, академическое письмо, мышление на основе доказательств, critical thinking, digital learning environment, didactic principles, higher education, digital literacy, reflective learning, metacognitive strategies, interactive learning, problem-based, tanqidiy fikrlash, raqamli ta’lim muhiti, didaktik prinsiplar, oliy ta’lim, raqamli savodxonlik, refleksiv o‘qitish, metakognitiv strategiyalar, interaktiv ta’lim, muammoli o‘qitish, akademik yozuv, dalillarga asoslangan fikrlash
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