research-focus Research Focus International Scientific Journal Research Focus 2181-3833 Ilm-fan va innovatsiyalar akademiyasi 10.66073/researchfocus.v5i5.2256 REL-A-013386 13.00.00 RAQAMLI TA‘LIM MUHITIDA BO‘LAJAK CHET TIL O‘QITUVCHILARINING TANQIDIY FIKRLASH MALAKASINI TAKOMILLASHTIRISH: DIAGNOSTIKA, MEZONLAR VA TAJRIBA-SINOV NATIJALARI IMPROVING CRITICAL THINKING SKILLS OF FUTURE FOREIGN LANGUAGE TEACHERS IN THE DIGITAL EDUCATIONAL ENVIRONMENT: DIAGNOSTICS, CRITERIA, AND EXPERIMENTAL RESULTS СОВЕРШЕНСТВОВАНИЕ НАВЫКА КРИТИЧЕСКОГО МЫШЛЕНИЯ БУДУЩИХ УЧИТЕЛЕЙ ИНОСТРАННОГО ЯЗЫКА В ЦИФРОВОЙ ОБРАЗОВАТЕЛЬНОЙ СРЕДЕ: ДИАГНОСТИКА, КРИТЕРИИ И РЕЗУЛЬТАТЫ ОПЫТНО-ЭКСПЕРИМЕНТАЛЬНОЙ РАБОТЫ o‘g‘li Ismoiljonov Shuxratjon Boymirza Pedagogika fanlari nomzodi, dotsent, Namangan davlat chet tillari instituti 05 06 2026 2026 5 5 98 104 https://creativecommons.org/licenses/by/4.0 Ushbu asar Creative Commons Attribution 4.0 International litsenziyasi asosida litsenziyalangan.

Ushbu maqolada raqamli ta‘lim muhitida bo‘lajak chet til o‘qituvchilarining tanqidiy fikrlash malakasini takomillashtirish maqsadida o‘tkazilgan keng ko‘lamli tajriba-sinov ishlarining metodologiyasi, natijalari va ilmiy-amaliy xulosalari bayon etiladi. O‘zbekiston Respublikasining 6 ta oliy ta‘lim muassasasini qamrab olgan, jami 463 nafar talaba ishtirokidagi kvazi-eksperimental tadqiqotda CTDF (Critical Thinking Development Framework) modeli sinovdan o‘tkazildi. Tadqiqot natijalari tajriba guruhi talabalarining tanqidiy fikrlash malakasi barcha besh mezon bo‘yicha statistik jihatdan ahamiyatli darajada o‘sganligini ko‘rsatdi (p

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).

В данной статье изложены методология, результаты и научно-практические выводы широкомасштабной опытно-экспериментальной работы, проведенной с целью совершенствования навыка критического мышления будущих учителей иностранного языка в цифровой образовательной среде. В квазиэкспериментальном исследовании, охватившем 6 высших образовательных учреждений Республики Узбекистан и 463 студента, была апробирована модель CTDF (Critical Thinking Development Framework). Результаты исследования показали статистически значимый рост навыка критического мышления студентов экспериментальной группы по всем пяти критериям (p < 0,001; Cohen d = 1,47–1,68).

 tanqidiy fikrlash raqamli ta‘lim muhiti CTDF modeli chet til o‘qituvchisi diagnostika pedagogik tajriba AI savodxonligi critical thinking digital educational environment CTDF model foreign language teacher diagnostics pedagogical experiment AI literacy критическое мышление цифровая образовательная среда модель CTDF учитель иностранного языка диагностика педагогический эксперимент AI- грамотность Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. Longmans. Facione, P. A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction (Delphi Report). American Philosophical Association. Paul, R., & Elder, L. (2020). The miniature guide to critical thinking concepts and tools (8th ed.). Foundation for Critical Thinking Press. Halpern, D. F. (2014). Thought and knowledge: An introduction to critical thinking (5th ed.). Psychology Press. Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3–10. Long, D. & Magerko, B. (2020). What is AI literacy? Competencies and design considerations. CHI Conference on Human Factors in Computing Systems, 1–16. Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press. Watson, G., & Glaser, E. M. (2012). Watson-Glaser critical thinking appraisal manual. Pearson. Puentedura, R. R. (2006). Transformation, technology, and education. http://hippasus.com/resources/tte/ Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.