FORMATION OF CONSTRUCTIVE CRITICISM SKILLS AMONG STUDENTS AS A MEANS OF ENHANCING METACOGNITIVE ABILITIES

In modern conditions of transformation of higher education, the development ofstudents' metacognitive abilities, which ensure conscious management of their own cognitiveprocesses, is of particular importance. One of the effective tools for the formation of metacognitiveskills is constructive criticism, implemented through the practice of mutual assessment, reasonedfeedback and reflective analysis of learning activities. The purpose of this study is to explore thepotential of constructive criticism skills formation as a means of developing students' metacognitiveawareness, critical thinking, and subjective perspective in the educational process. The methodologicalbasis of the research is a theoretical analysis of modern scientific approaches to the problem ofmetacognition, constructive feedback, and peer assessment technologies in higher education. Theresults of the study show that the systematic involvement of students in the processes of analyzing andevaluating academic papers contributes to the development of skills of self-assessment, reflection,control and regulation of their own cognitive activity. It is concluded that the formation of a culture ofconstructive criticism is an important condition for improving the quality of education and developingstudents' independence.