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A mixed research design involved 61 students from Poland and Ukraine, using qualitative and quantitative analysis of responses, plus informal interviews and diagnostic tests. Fisher’s Exact Variance Test (F-test) verified outcomes. Findings indicate 91% of respondents improved critical thinking abilities across differentiating (76%), categorising (62%), comparing (85%), estimating (87%), and analysing/synthesising (91%) information, supporting effective development in pedagogical courses.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/enhancing-critical-thinking-skills-of-future-language-scholars-in-pedagogical-courses/588946/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/enhancing-critical-thinking-skills-of-future-language-scholars-in-pedagogical-courses/588946.png","ImageObject",300,407,{"name":92,"@type":93},"Chumphorn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What course setting is examined for developing critical thinking?","Question",{"text":112,"@type":113},"The study examines the Comparative Pedagogy course as a field where creativity and critical thinking can be applied during the training of future language scholars.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many participants took part in the research, and where were they from?",{"text":117,"@type":113},"The study included 61 future language scholars from Poland and Ukraine.",{"name":119,"@type":110,"acceptedAnswer":120},"What methods were used to assess critical thinking enhancement?",{"text":121,"@type":113},"The researchers used qualitative and quantitative analysis of student responses, supported by informal interviews and diagnostic tests, with results verified using Fisher’s Exact Variance Test (F-test).",{"name":123,"@type":110,"acceptedAnswer":124},"Which critical thinking skills improved the most according to the results?",{"text":125,"@type":113},"The largest improvement was observed in analysing and synthesising information (91%) along with overall critical thinking enhancement reported by 91% of respondents.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},588946,1792166571,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":143,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":67,"update_tm":147,"read_time":148,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","ENHANCING CRITICAL THINKING SKILLS OF FUTURE LANGUAGE SCHOLARS IN  \nPEDAGOGICAL COURSES  \nLiliya Baranovska  \nNational Aviation University, Ukraine  \n[liliya03.05@ukr.net](liliya03.05@ukr.net)  \nLiliya Morska  \nThe University ofBielsko-Biala, Bielsko-Biala, Poland  \n[liliya.morska@gmail.com](liliya.morska@gmail.com)  \nIryna Simkova  \nNational Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”, Ukraine  \n[isimkova@ukr.net](isimkova@ukr.net)  \nAlla Zasluzhena  \nNational Aviation University, Ukraine  \n[allabox1303@gmail.com](allabox1303@gmail.com)  \nThe paper reports on the results of critical thinking enhancement during the training of future language scholars in a Comparative Pedagogy course. 61 future language scholars from Poland and Ukraine took part in the research. The mixed research was based on the qualitative and quantitative analysis of students’ responses regarding critical thinking enhancement after completing the course. Informal interviews and diagnostic tests were used. For the verification of results, we applied Fisher's Exact Variance Test (F-test) . The results show that most respondents (91%) enhanced their skills and abilities in critical thinking: differentiating information (76%), categorising information (62%), comparing information (85%), estimating information (87%), analysing and synthesising information (91%) . The findings of this study support the idea that students’ critical thinking skills can be successfully developed in pedagogical courses.  \nKeywords: critical thinking; comparative pedagogy; future language scholars; Polish universities; professional training; Ukrainian universities.  \nIntroduction  \nThe training of highly qualified language scholars is widely considered to be the most important issue nowadays. Modern society requires graduates who possess high competence, creativity, and critical thinking. The process of improving the training of future language scholars within the modern higher schools of Ukraine is quite challenging due to many factors. This paper attracts attention to critical thinking development as one of the key skills in the 21st century (Preparing 21st Century Students for a Global Society, 2016) .  \nIn this study, the course of Comparative Pedagogy is considered as a field where creativity and critical thinking has many applications. Previous works (Kuchay, 2016; Zasluzhena, 2016) has been limited to the comparative analysis of foreign and native experience in higher education. Although we believe that regarding higher education, the results of effective use of the positive experience of other countries are important, until now, this methodology has only been applied in theoretical disciplines, where cultural, economic, and social differences of foreign countries are compared. This paper investigates the ways of critical thinking enhancement during the training of future language scholars in the Comparative Pedagogy course.  \nIn the history of Comparative Education (CE), scientists (Wolhuter et al 2008) distinguish five stages of its development: 1) early stage (1900s – 1910s); 2) classic stage (1920s – 1930s); 3) expansion stage (1950s – mid-1970s); 4) varied trends stage (mid-1970s – 1990s); 5) new development stage (2000s) .  \nManzon (2011) emphasises that CE encompasses not only the study of foreign education systems but first and foremost, the national education system, this statement illustrates the value of comparison in education: in knowing ‘the Other’, one can know oneself better.  \nIn the cutting edge paper of 1981, Stone has regarded the CE from a threefold perspective: an education systems perspective (CE focuses on education systems, rather than on individual educator-educed dynamics); a social perspective (CE focuses on the interrelationships between social for example societal, political,  \nBaranovska, L., Morska, L., Simkova, I., & Zasluzhena, A. (2020). Enhancing critical thinking skills of future language scholars in pedagogic","cbCaiiBwlT8NZWot","https://ap.wps.com/l/cbCaiiBwlT8NZWot","pdf",462354,"English","# Introduction\n## Comparative Education stages and perspectives\n## Critical thinking as a 21st-century skill\n## Course approach and research rationale\n## Study design and verification\n# Findings and discussion","[{\"question\":\"What course setting is examined for developing critical thinking?\",\"answer\":\"The study examines the Comparative Pedagogy course as a field where creativity and critical thinking can be applied during the training of future language scholars.\"},{\"question\":\"How many participants took part in the research, and where were they from?\",\"answer\":\"The study included 61 future language scholars from Poland and Ukraine.\"},{\"question\":\"What methods were used to assess critical thinking enhancement?\",\"answer\":\"The researchers used qualitative and quantitative analysis of student responses, supported by informal interviews and diagnostic tests, with results verified using Fisher’s Exact Variance Test (F-test).\"},{\"question\":\"Which critical thinking skills improved the most according to the results?\",\"answer\":\"The largest improvement was observed in analysing and synthesising information (91%) along with overall critical thinking enhancement reported by 91% of respondents.\"}]","ENHANCING CRITICAL THINKING SKILLS OF FUTURE LANGUAGE SCHOLARS IN PEDAGOGICAL COURSES | PDF",1792066246,23]