Research of inter- and intrasubject factors influencing the critical thinking of subjects of the educational process

the article examines intersubjective and intrasubjective factors of developing students’ critical thinking in the educational process. The purpose of the study is to identify conditions that contribute to the formation and functioning of critical thinking in learners. An expert session was conducted with the participation of eight law faculty professors with varying teaching experience, who analyzed 25 hypothetical factors influencing the development of critical thinking. The experts identified three groups of conditions: activation factors (instruction, discussions, competitive elements), learning factors (modeling of critical thinking situations, exchange of thinking strategies, availability of information), and feedback factors (receiving constructive, encouraging, and positive feedback). In parallel, intrasubjective personality qualities associated with metacognitive processes were studied using questionnaires and tests. The study involved 142 students aged 19–21. The results showed that a high level of critical thinking correlates with more pronounced metacognitive strategies (self-management of new knowledge, information management, problem-solving control) and a high level of reflexivity. At the same time, lower scores were observed on the collectivism scale, which may indicate a tendency of students with well-developed critical thinking skills toward independent analysis and interpretation of information.

cognitive skills, critical thinking, personal qualities, criticality, educational process