Critical thinking: reasons for variability of definitions and their impact on educational approaches

The article is devoted to a comparative analysis of critical thinking as a pedagogical category in the scientific works of Ukrainian and foreign researchers. Critical thinking is considered a key competence of modern education, which ensures the development of analytical, synthetic and reflective skills for making informed decisions in various life situations. Based on the methods of comparative analysis, systemic approach, synthesis and generalization of scientific and pedagogical literature, approaches to the development of critical thinking in the educational systems of Ukraine and abroad are investigated. Common features, such as an emphasis on interactive teaching methods, and differences associated with disciplinary specifics and socio-cultural contexts are identified. It is proven that the integration of the best foreign practices into Ukrainian education will contribute to the training of specialists adapted to the globalized world. Prospects for further research are identified, which include the development of innovative methods taking into account the peculiarities of Ukrainian education and the needs of modern education seekers.