Pedagogical and Psychological Foundations of Developing Students' Critical Thinking in A Digital Learning Environment

Abstract

This article examines the pedagogical and psychological foundations underlying the development of critical thinking among students within a digital learning environment. The rapid expansion of digital educational resources, online platforms, and artificial-intelligence-based tools has transformed the conditions under which independent, analytical, and evidence-based thinking is formed. Drawing on research produced within Uzbek pedagogical and psychological science as well as broader international scholarship, the study analyzes the theoretical models of critical thinking, the cognitive and motivational mechanisms that support its formation, and the didactic conditions of the digital classroom that either stimulate or hinder its growth. The authors argue that effective development of critical thinking in digital settings requires a coordinated combination of constructivist teaching strategies, problem-based and project-based instruction, purposeful reflection, and psychologically safe learning conditions. The article concludes with practical recommendations for organizing digital learning activities that strengthen students' capacity for reasoned judgment, evaluation of information, and independent decision-making.