Gumilyov Journal of Pedagogy

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Critical Thinking and the Development of Students’ Critical Thinking Skills in the Teaching of Magical Realism
(2025-01-01)
А.Б. Айбергенова
;
A.I. Akhmetova
;
Rysty A. Mukazhanova
;
A.I. Aibergen
This article explores the concept of critical thinking and highlights its importance in the education of philology students, particularly through the lens of teaching literary genres such as magical realism. In the context of rapid social, economic, and informational changes, the modern labor market demands not only specialized knowledge but also the ability to think critically, make informed decisions, and adapt to new situations. These metacognitive competencies are central to what is defined as critical thinking – an essential skill of the 21st century. Critical thinking is recognized as a core educational objective in Kazakhstan’s State Educational Standards, as well as in international frameworks such as the OECD and PISA. The growing need for professionals capable of independent reasoning and reflection underscores the relevance of this study. The article aims to analyze critical thinking as a fundamental academic and professional skill, and to identify effective pedagogical strategies for its development in philological education. The study systematizes theoretical approaches to critical thinking and examines established models, including those proposed by Bloom, Facione, and Kemp. Their strengths and limitations are assessed in relation to current educational goals. Methodologically, the research draws on psychological-pedagogical literature, normative documents, and scholarly works by authors such as Facione, Halpern, Ennis, and Iskhakov. Special attention is given to teaching strategies that foster critical thinking, including debates, the Socratic method, and project- and problem-based learning. The integration of digital technologies in learning environments is also examined for its potential to support critical engagement. In conclusion, the article presents a comprehensive approach to developing critical thinking in philology students, aimed at preparing competitive, adaptable, and independent professionals capable of responding effectively to the challenges of the contemporary information society.
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The role of the teacher in the formation of research skills of students
(2026-01-01)
Aigul Murzinova
;
Raziya Kaldybekova
;
Aidana Ospanbayeva
The article discusses the role of the teacher in the formation of research skills of students. The relevance and main factors of research activities in the educational process are determined. The concept of «research skills» is studied as an effective teaching method that allows students to gain knowledge, develop the skills of independent thinking, analysis and synthesis of information. It is summarized as the basis for achieving academic success, a way to form a distinctive style of educational activity, and a set of creative activities that form the motivations that lead students to education. The personality of the teacher is defined as a tutor (professional mentor), coordinator, inspirer, assistant, and advisor to the primary researcher in the education system. The main aspects of the role of a teacher are analyzed, such as creating conditions for research, developing critical thinking, providing support and motivation, teaching methods and techniques of research, forming the ability to work in a team, stimulating creativity and innovation, and evaluation and feedback. Methods and types of tasks for the formation of research skills of students are proposed. The main personal qualities, skills and potential of the teacher aimed at developing research activities of students are differentiated. The importance of electronic educational resources such as Ecowiki, Ecodialogue, Google Earth, and Windy in developing students’ research skills is identified and substantiated through tasks related to the teaching of geoecological problems.

Gumilyov Journal of Pedagogy

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