THE IMPACT OF PROBLEM-BASED LEARNING ON STUDENTS' CRITICAL AND REFLECTIVE THINKING

Problem-Based Learning (PBL) is a student-centered pedagogical approach that engages learners in solving real-world, ill-structured problems, thereby fostering higher-order cognitive skills. This article examines the impact of PBL on students’ critical thinking (the ability to analyze, evaluate, and synthesize information) and reflective thinking (the process of metacognitively examining one’s own learning and experiences). Drawing on meta-analyses, empirical studies, and educational literature from both international and Uzbek contexts, the review demonstrates that PBL generally produces moderate to large positive effects on critical thinking, with more variable but promising outcomes for reflective thinking. Key mechanisms include collaborative inquiry, self-directed learning, and iterative problem-solving. Challenges such as implementation fidelity, resource demands, and cultural adaptation in contexts like Uzbekistan are discussed. The article concludes with recommendations for educators and policymakers to integrate PBL effectively into curricula.