INTEGRATIVE MODEL FOR THE DEVELOPMENT OF CRITICAL AND CREATIVE THINKING IN PEDAGOGY AND PSYCHOLOGY
DOI:
https://doi.org/10.5281/zenodo.17089805Abstract
Modern society is marked by the dynamics of globalization, digital transformation, and the rapid advancement of science and education. Under these conditions, the formation of an individual capable of independent analysis, decision-making, generating new ideas, and practicing critical reflection becomes a key educational priority. Consequently, the concepts of critical thinking and creative thinking are increasingly viewed in the scholarly literature as fundamental competencies of the twenty-first century (Facione, 1990, pp. 12–13).
References
Facione, P. A. Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction (The Delphi Report). Millbrae, CA: The California Academic Press, 1990, pp. 12–13.
Torrance, E. P. Torrance Tests of Creative Thinking – Norms-Technical Manual. Scholastic Testing Service, 2018, pp. 25–29.
Coyle, D., Hood, P., Marsh, D. CLIL: Content and Language Integrated Learning. Cambridge: Cambridge University Press, 2010, pp. 12–14.
Macaro, E. English Medium Instruction. Oxford: Oxford University Press, 2018, pp. 57–61.
Dewey, J. How We Think. Boston: D. C. Heath & Co., 1910, pp. 45–50.
