DEVELOPING CRITICAL THINKING THROUGH ENGLISH LANGUAGE EDUCATION IN DIGITAL AND MULTICULTURAL LEARNING ENVIRONMENTS: BRIDGING SPECIALIZED SECONDARY SCHOOL AND UNIVERSITY EDUCATION IN THE UKRAINIAN WARTIME AND POST-WAR CONTEXT

Abstract

The transformation processes of contemporary education amid digitalisation, globalisation, and rising social instability have intensified the need to develop learners’ critical thinking as a key transversal competency of the twenty-first century. Modern educational systems are expected not only to transmit knowledge but also to cultivate the ability to analyse information critically, evaluate arguments, distinguish facts from opinions, make informed decisions, and respond flexibly to rapidly changing social and professional environments. These expectations are particularly relevant in foreign language education, where communication extends beyond linguistic competence to include intercultural awareness, reflective thinking, and active participation in global discourse. In the Ukrainian educational context, wartime and post-war realities have created additional challenges for both secondary and higher education. Educational institutions are required to adapt to unstable learning conditions, emotional and psychological pressures, digital transformation, and the necessity to maintain educational quality despite external disruptions. These circumstances demand pedagogical approaches that promote resilience, independent reasoning, information literacy, and learners’ capacity to interpret and critically assess diverse sources of information.

English language education possesses significant potential for integrating critical thinking into educational practice due to its communicative, interdisciplinary, and intercultural nature. This article explores conceptual and methodological approaches to developing critical thinking through English language education in high schools, particularly specialised secondary schools (Grades 10–12), and higher education institutions. Based on my teaching experience, I believe that we cannot rely solely on the latest achievements. It is essential to consider the historical foundations of critical thinking. This study recognizes classical philosophical and pedagogical traditions and highlights the contributions of scholars whose ideas have influenced our current understandings of reflective and analytical thinking. Using a teacher-researcher perspective, this article proposes a conceptual model for integrating critical thinking into English language instruction and presents differentiated classroom activities adapted to B1–B2 and B2–C1 proficiency levels. Particular attention is paid to digital learning environments, multicultural communication, media literacy, and educational adaptation in wartime and post-war conditions.

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