THE ROLE OF DIGITAL TECHNOLOGIES IN DEVELOPING STUDENTS' CRITICAL THINKING SKILLS

The rapid integration of digital technologies into education has changed how students access information, communicate, solve problems, and construct knowledge. These changes create important opportunities for the development of critical thinking, but technology itself does not automatically produce critical thinkers. This article examines the pedagogical role of digital technologies in developing students’ critical thinking skills, with particular attention to English language education. Drawing on a qualitative literature-review approach, the article synthesizes research on technology-assisted critical-thinking development and considers how digital tools can support source evaluation, analysis, collaboration, problem-solving, decision-making, and reflection. Recent research indicates that the educational value of technology depends strongly on the quality of pedagogical design: students need purposeful tasks that require them to question information, compare perspectives, justify claims, discuss evidence, and reflect on their reasoning. The article also highlights the central role of teachers as learning designers and facilitators. In English language classrooms, digital texts, collaborative platforms, multimedia resources, online discussions, and carefully guided AI-supported activities can create meaningful contexts for higher-order thinking. At the same time, misinformation, distraction, unequal access, insufficient digital competence, and overreliance on technological tools remain significant challenges. The article concludes that digital technologies are most effective when they amplify inquiry-based, collaborative, problem-oriented, and reflective pedagogy rather than replace it.