Critical thinking has been widely recognized as one of the most essential 21st-century skills required for academic success, professional competence, and lifelong learning. In modern educational contexts, there is an increasing shift from traditional teacher-centered instruction toward learner-centered pedagogies that emphasize active engagement, problem-solving, and higher-order thinking skills. Among these pedagogical approaches, case study activities have emerged as a powerful instructional strategy for fostering critical thinking. This article provides a deeper analytical examination of the effectiveness of case study activities in developing students’ critical thinking skills. It explores theoretical perspectives, cognitive mechanisms, and pedagogical implications of case-based learning. Furthermore, the study highlights how case study activities enhance students’ abilities in analysis, synthesis, evaluation, reasoning, and decision-making. The article also discusses classroom implementation strategies, teacher roles, benefits, and challenges associated with this method. The analysis suggests that structured and well-facilitated case study activities improve significantly students’ engagement, reflective thinking, and intellectual independence.
| Mualliflar | Muratova, Nargiza, Муратова, Наргиза, Muratova, Nargiza |
|---|---|
| Jurnal | Жамият ва инновациялар / Общество и инновации / Society and innovations |
| Nashr sanasi | 2026-04-25 |
| Jild | 7 |
| Son | 4/S |
| Betlar | 681-685 |
| Til | Ingliz |
| DOI | 10.47689/2181-1415-vol7-iss4/s-pp681-685 |
DOI: 10.47689/2181-1415-vol7-iss4/s-pp681-685 · Maqolaning asl sahifasi
critical thinking, case-based learning, active learning, higher-order thinking, problem-solving, pedagogy, критическое мышление, обучение на основе кейсов, активное обучение, мышление высокого уровня, решение проблем, педагогика, tanqidiy fikrlash, keys asosidagi ta’lim, faol ta’lim, yuqori darajadagi fikrlash, muammolarni hal qilish, pedagogika
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