This article explores the pedagogical foundations of critical thinking development in the context of the rapid integration of artificial intelligence (AI) into the educational process. The current digital transformation of education highlights the need to rethink traditional pedagogical models for shaping students’ thinking, as AI is becoming not only a learning support tool but also a factor influencing cognitive strategies, analytical practices, and decision-making processes. The paper analyzes the theoretical foundations of critical thinking in classical and contemporary pedagogy, beginning with ideas of John Dewey, Jean Piaget, Leonid Vygotsky, and Benjamin Bloom and concluding with the contemporary concepts of Peter Facchione, Robert Paul, and Lauren Elder. Particular attention is paid to the transformation of the educational environment under the influence of intelligent technologies, including adaptive learning systems, intelligent tutoring systems, and generative AI models. The article examines the pedagogical conditions for developing critical thinking in a digital environment, as well as the risks associated with algorithmic dependence, decreased cognitive autonomy, and issues of academic integrity. The conclusion is drawn about the need to integrate AI into education based on pedagogically meaningful models aimed at developing reflection, metacognition, and independent thinking of students.
Zalina Bakhtiyarovna Atadjanova (Fri,) studied this question.
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