Problems of developing students' critical thinking in the context of information society

The article examines the formation of students' critical thinking in the context of the information society. It discusses the cognitive and behavioral components of critical thinking. Emphasis is placed on identifying factors that hinder the development of students' analytical and reflective abilities in the modern educational environment, including information overload, clip-based perception, multitasking, and the impact of digital distractions. The influence of the digital environment on learners' cognitive processes is analyzed, revealing contradictions between students' information consumption habits and the objectives of professional education. Special attention is given to how the digital transformation of the educational space affects the ways of obtaining, processing, and critically evaluating information. Key issues related to students' inability to adequately assess the credibility of internet content are highlighted, along with systemic reasons for the low level of critical thinking development, supported by the results of international and domestic sociological studies. The work employs methods of theoretical analysis, generalization of scientific literature, a comparative approach, and interpretation of data from domestic and foreign studies, surveys, and pedagogical experiments conducted from 2018 to 2023. The scientific novelty of the article lies in the comprehensive study of modern challenges in the digital educational environment as factors that simultaneously hinder and stimulate the development of critical thinking. The impact of clip-based thinking, information overload, and digital multitasking on students' cognitive activities is substantiated. A typology of effective pedagogical practices that help overcome the negative effects of digitalization is presented. The effectiveness of specific pedagogical approaches—such as project activities, case methods, educational debates, media literacy development, and online discussions—is justified. Practical recommendations for fostering critical thinking are proposed, including the integration of digital technologies into active learning forms, the development of metacognitive skills, and the cultivation of a reflective culture among students. The authors conclude that the development of students' critical thinking requires a systematic revision of the educational paradigm—from a transmissive model to a research-oriented one. Despite the negative influences of the digital environment, it can be utilized as a resource. It is shown that the effectiveness of such methodologies increases with pedagogical support focused on developing independence, media literacy, and the ability to ask questions.

critical thinking, professional education, digital environment, clip culture, media literacy, misinformation, cognitive abilities, digital educational resources, online discussion, project-based learning.