DEVELOPING CRITICAL THINKING OF FUTURE MASTER’S STUDENTS IN EDUCATION THROUGH MEDIA TECHNOLOGIES: RESULTS OF A PEDAGOGICAL EXPERIMENT

Abstract

Abstract. The article presents the results of a pedagogical experiment focused on implementing a model for developing critical thinking in future master’s students in education through media technologies. The relevance of the issue is substantiated in the context of educational digitalization and the need to form key competencies of a new generation of teachers. The developed model integrates four components: target, content, technological, and evaluative. It is grounded in the implementation of three pedagogical conditions: motivational-value support, integration of media technologies, and the creation of a problem-reflexive educational environment.

The experiment was conducted in three stages (ascertaining, formative, control) using a complex of diagnostic tools: questionnaires, testing, reflection diaries, expert evaluation of student-produced media content, and participation in debates. During the formative stage, students were involved in case analyses, creation of media products, project activities in digital environments, and training in information verification and argumentation techniques.

The findings demonstrate a statistically significant increase in students’ critical thinking levels in the experimental group, in contrast to the control group. Positive dynamics were recorded in such indicators as the ability to analyze media texts, formulate arguments, recognize manipulation, and construct personal judgments based on evidence. The obtained results confirm the effectiveness of the proposed model as a holistic pedagogical tool for fostering critical thinking in educational professionals.