DEVELOPING STUDENTS' CRITICAL THINKING IN TEACHING PHILOSOPHY THROUGH DIGITAL TECHNOLOGIES: A METHODOLOGICAL FRAMEWORK

The article substantiates an integrated methodological framework for developing students' critical thinking in the general philosophy course at Uzbek universities by means of digital technologies. Building on the TPACK model of teacher knowledge, the Delphi expert consensus on critical thinking, the theory of reflective thinking and the community of inquiry approach, the author proposes a framework of four interrelated digital "layers": digital text annotation for close reading, argument mapping, online communities of inquiry and gamified formative assessment aimed at recognising reasoning errors rather than recalling facts. The layers are arranged into a four-stage semester sequence "read – map – discuss – assess" and distributed across the topic blocks of the philosophy course. An assessment design based on argument maps, annotation records and discussion transcripts is described, and the conditions and limitations of implementing the framework are discussed.