Developing Students' Independent Thinking and Problem-Solving Competencies Through Digital Educational Resources in Physics Instruction

This article examines the scientific and methodological foundations of using digital educational resources to develop independent thinking and problem-solving competencies among academic lyceum students in physics instruction. Drawing on an analysis of research by scholars in Uzbekistan on digital pedagogy, virtual laboratories, and interactive simulations, the article proposes a six-stage instructional model: problem, hypothesis, digital experiment, evidence, solution, and reflection. The model is illustrated through lessons investigating motion on an inclined plane, examining buoyancy through virtual and physical experiments, and modeling the law of conservation of energy. Assessment criteria are proposed for students’ ability to formulate predictions, control variables, analyze data in tables and graphs, and substantiate conclusions with evidence. The study is theoretical and methodological in nature and does not claim to report findings from an empirical educational intervention.