Developing Critical Thinking Competence in Master's Students Specializing in Pedagogy Through an Interdisciplinary Approach

This article examines the theoretical and methodological foundations, pedagogical potential, and methodological mechanisms for developing critical thinking competence among master’s students specializing in pedagogy through an interdisciplinary approach. It discusses the role of interdisciplinarity in master’s education and the opportunities for comprehensive analysis of pedagogical problems through the integration of knowledge and methods from different disciplines. The constituent components of critical thinking competence are specified, and interdisciplinary assignments, problem situations, and ways of organizing reflective activities aimed at developing these components are described. Organizational and methodological stages and assessment criteria intended to support the development of master’s students’ critical thinking competence are also proposed.