In the modern educational landscape, the cultivation of critical thinking is recognized as a cornerstone of intellectual and personal development. As societies become more knowledge-oriented and technologically advanced, students are required not only to absorb information but also to evaluate, analyze, and apply it in diverse contexts. This article investigates the pedagogical and psychological features of improving students’ critical thinking skills. Drawing upon the works of Piaget, Vygotsky, Bloom, and Facione, the study highlights the essential cognitive, metacognitive, and socio-emotional factors that shape critical reasoning. Pedagogical strategies such as inquiry-based learning, collaborative approaches, and the integration of Bloom’s taxonomy are examined alongside psychological components such as motivation, self-regulation, and emotional intelligence. The findings suggest that the effective development of critical thinking requires a comprehensive educational approach that integrates pedagogy and psychology.

critical thinking, pedagogy, psychology, metacognition, motivation, educational development, student-centered learning.

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Facione, P. A. (1990). Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction. American Philosophical Association.

Piaget, J. (1972). The Psychology of the Child. New York: Basic Books.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.

Paul, R., & Elder, L. (2014). The Miniature Guide to Critical Thinking Concepts and Tools. Foundation for Critical Thinking.