ANALYSIS OF INTERNATIONAL EXPERIENCE: CRITICAL THINKING APPROACHES IN FOREIGN LANGUAGE TEACHER TRAINING
DOI:
https://doi.org/10.66345/stj.6530Keywords:
critical thinking; EFL teacher training; international experience; comparative pedagogy; digital learning environment; inquiry-based learning; reflective practice; competency-based education; UzbekistanAbstract
This article presents a systematic comparative analysis of international approaches to developing critical thinking competencies in prospective foreign language (EFL/ESL) teachers within the framework of digital and competency-based education. Drawing on empirical and theoretical studies published between 2018 and 2024, the research examines pedagogical models adopted in Finland, the United States, South Korea, Australia, and Estonia — five countries consistently recognised as leaders in educational innovation. The article employs a mixed-method analytical framework combining documentary analysis, content analysis of peer-reviewed literature, and comparative pedagogical synthesis. Findings reveal that effective critical thinking integration in EFL teacher preparation programmes requires a convergence of inquiry-based learning, reflective practice, collaborative dialogue, and technology-enhanced instruction. Implications are drawn for reforming teacher education curricula in Central Asian contexts, particularly Uzbekistan, in alignment with national educational modernisation goals.
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