The study presents a secondary analysis of the “Assessment of Higher Education Learning Outcomes, Generic Skills Strand”, the international study of critical thinking skills (OECD, 2012). National secondary analyses include a comparison of student teachers (n = 110) and students of other study programmes (n = 413) in critical thinking and investigates a potential relation of contextual characteristics with their critical thinking performance. Performance Task and Multiple Choice Questions were used to measure critical thinking skills and a Contextual Questionnaire was used to collect socio-demographic data, and subjectively evaluated characteristics related to test-taking motivation and coursework. The main results showed that student teachers scored lower in critical thinking performance than students of other study programmes.

The present study aimed to explain the relationship between critical thinking and social tolerance among the students of the faculty of psychology and educational sciences of Zahedan University. The study methodology was descriptive-correlational. 294 students were selected from the faculty of psychology and educational sciences of Zahedan University in BA and MA courses by the stratified sampling method by Morgan Table. For data collection, a researcher-built questionnaire of social tolerance and the critical thinking questionnaire by Ricketts were applied and the reliability of these two questionnaires by Cronbach’s alpha was 0.84 and 0.85, respectively. The results of the correlation test showed that there was a positive and significant relationship between critical thinking and political, ethnic, nationality toleration, toleration against coverage and relationship and total toleration. The stepwise regression analysis showed that critical thinking dimensions explained the variance of social tolerance.

This research was conducted in the fourth grade of a private primary school in Gaziantep in 2018-2019 academic year in order to provide pupils with critical thinking skills. This study was conducted as a qualitative case study. 23 pupils participated in the programme. In a two-month study, they were given 22 journal writing titles to improve their critical thinking skills. They wrote their journals for 5-10 minutes at the beginning of lessons. At the end of the process, the pupils and the teacher were asked to write their views about the critical journal writing programme in the form of an interview. Data were analysed by means of NVIVO 12 for Mac. According to the findings, critical thinking and writing activities positively affected the pupils’ development of critical thinking skills.

Critical and creative thinking skills share a considerable scholarly discussion; little is known about the gender-based differences in students’ critical thinking and creativity, along with their impact on academic performance in the Arabian Gulf context. Data for the study were collected through standardized measurements from 220 students and matched with students’ performan ce in various assignments. The data were analyzed through group comparisons and classification algorithms. The results demonstrated gender differences in academic success and relationships between critical thinking and creativity. The current study may assist researchers and practitioners in the educational field who enhance creativity and critical thinking development among students considering gender and academic success. This will allow to improve teaching-learning experiences and prepare youth for their further professional success.

This study aims to describe the effect of hybrid task-based language teaching and critical thinking skills on writing performance among Indonesian learners. This study employed experimental research with a factorial design. The participants were Indonesian undergraduate learners majoring in an English program. The instruments used were critical thinking questionnaires and writing tests in the genre-based writing course. The results of the study showed that hybridtask-based language teaching was effective for improving EFL learners’ writing performance. Also, it revealed that learners with high critical thinking achieved better writing performance than learners with low critical thinking after being taught by hybrid task-based language teaching. The results indicate that hybrid task-based language teaching and critical thinking have a significant effect on EFL writing performance.

The article presents the author’s integrated course, which is directly aimed at the parallel development of students’ soft- and hard-skills who master the profession in the automotive industry. Hard skills formation requires the acquisition of professional knowledge and implementation of instructions that can be tested through the exam. In contract, softskills include general, supra-professional skills (social, intellectual and volitional competencies, sociability, teamwork skills, leadership skills, creativity, punctuality , emotion management skills, etc.). In the coming years, significant changes are forecast in the automotive industry, in the design of heat engines, aimed not only at their improvement in particular, but also at the use of fundamentally new designs and types of engines. Under such conditions, a significant number of specialists will be forced to retrain, in the process of which fundamental training, the formation of softskills in particular, should be a significant help. It is covered a long time to quantify the effectiveness of the integrated special course, and three leading softskills (critical thinking, creativity and cognitive flexibility) are identified. It is concluded that the integration of softand hard skills is an effective means of developing knowledge, skills and thinking, which contributes to improving the professionalism of professionals. The study of the proposed author’s course gives positive changes in the professional competence of future automotive professionals.

Subjectivation Versus Massization of Ukrainian Society

The article analyses the transformation in modern Ukraine in specific manifestations of their specificity, namely – the subjectivation and massization of Ukrainian society. In analysing this problem, parallels are drawn with the conclusions of already developed concepts and ideas of foreign and Ukrainian philosophers. In the modern civilized world, according to the worldfamous scientist F. Fukuyama, there are two mutually exclusive processes dependent primarily on Western civilization. One of them is the defragmentation of communities by group identities: professional, age, religious, sexual, etc. Such a mosaic of community leads to the disappearance of unity in the country, the growth of mutual claims, misunderstandings and conflicts, the individuation of members of society to the existence of atomised individuals who lose touch with their social environment. On the other hand, there is a process of identifying the mass of people as social beings with more powerful groups, primarily nations, which leads to mutual claims at the international level and threats of authoritarianism and destruction of democracies in certain countries, especially those that have entered the modernisation process. And yet F. Fukuyama believes that understanding is possible. It is worth looking for and finding a reasonable compromise that leads to consensus. According to the author of this intelligence, such a process can be tentatively described as the formation of “liberal nationalism”. The article concludes that strengthening the subjectivity of modern Ukraine is a necessary condition for its self-affirmation as an independent state – a self-sufficient actor in the historical arena. One of the main directions in the development of subjectivation is the demassization and demassification of post-Soviet society, overcoming all signs of its postcolonialism.

This study aims to examine the relationship among critical thinking, grit, and creativity, which will be core competencies in a future society, and to verify the moderating effect of grit as an individual psychological factor between the two variables. For this purpose, a Likert survey is conducted on undergraduate students in a Korean university; and 129 responses are used. The result shows that, first, critical thinking and grit have significant influences on creativity. Second, the moderating effect of grit on the relationship between critical thinking and creativity is significant. The finding indicates that the higher the grit, the higher the positive relationship between critical thinking and creativity. This result implies that to increase the creativity of college students, an education that increases both critical thinking and grit is necessary.

Introduction. The article concerns research conducted among teachers and principals of primary schools in Poland and the Czech Republic as part of a project co-financed by the European Regional Development Fund and the State budget, We Cross the Borders. The Key Competencies in Teaching and Education project was implemented under the recruitment of the Praděd Microprojects Fund, Priority axis number: 11.4, priority axis name: Cooperation of institutions and communities. Aim. The theoretical and cognitive aim of the research was to diagnose the competencies of teachers and principals in critical thinking. The practical-implementation objective of the research was to develop practical recommendations that may be included in the education programs of future teachers and principals. Methods. The research used the method of a diagnostic survey and the questionnaire technique. Data analysis was performed with the use of STATISTICA software. Results. The research results showed differences between the behaviour of teachers and principals in such matters as contact with parents, following the headmaster’s instructions, using innovative teaching methods and self-confidence in everyday work-related situations. The results show statistically significant differences in their declarations of behaviour in a particular situation. From the research, it can be concluded that principals are more interested than teachers in solving any difficult situation to resolve the conflict rather than focusing primarily on the consequences of the situation.

Mirrors of conflict: how to find truth amid distorted reflections?

The article analyzes how disinformation affects the Russian-Ukrainian war. Russia, by employing false narratives, destabilizes Ukraine and manipulates public opinion, both domestically and internationally. Examples include false reports of alleged war crimes committed by Ukrainian soldiers, accusations of neo-Nazism, and manipulations of photos and videos designed to create a negative image of Ukraine. The article emphasizes that dealing with disinformation requires media literacy and skills in information verification. Critical thinking and fact-checking can weaken the impact of false news. The fight against disinformation also requires integrated actions at both international and local levels to effectively counter manipulation and defend credible sources of information.

Although numerous studies have investigated the effects of technologysupported project-based learning on critical thinking, only a few research was conducted in the EFL setting. This study aims to describe the effects of technology-supported project-based learning models on EFL learners’ critical thinking in Indonesia. This study employed quasi experimental research. The participants were sixty university learners majoring in an English program in Indonesia. The instruments were a critical thinking test, close-response questionnaires, and semi-structured interviews in the writing course. Findings revealed that there was a significant effect of technology-supported project-based learning on critical thinking in writing class. Factors affecting critical thinking covered language proficiency, prior knowledge, and topic familiarity in writing. The learning activities such as online discussions, technology-mediated projects, and collaborative tasks could encourage learners’ critical thinking. This study indicates that technology-supported project-based learning could enhance learners’ critical thinking.

This study aimed to determine student opinions before and after the Critical Thinking course included in the curriculum of a school of nursing in Turkey. The study employed a descriptive phenomenological qualitative method and purposeful sampling. The study population consisted of a total of seven students attending the Critical Thinking course. Research data were collected through the Individual In-depth Interview technique and analyzed with the use of a descriptive analysis method. The findings revealed that the critical thinking course had a positive effect on students’ opinions about critical thinking. To sum up, critical thinking should be offered as a separate course within curriculum, its efficiency should be subject to continuous assessment and the course should be continuously improved.