OPTIMIZATION OF COGNITIVE COMPETENCIES IN THE CONTEXT OF DIGITAL TRANSFORMATION

The article examines pedagogical technologies for developing students’ critical thinking in the context of digital age challenges, including the post-truth phenomenon, information overload, and the algorithmization of cognitive processes. Analysis of empirical data reveals a systemic dissonance between the requirements of Federal State Educational Standards for Higher Education (FSES HE) and students’ actual competencies. The study proves the effectiveness of hybrid didactic models integrating the Critical Thinking Through Reading and Writing (CTRW) methodology, digital tools, and team-based learning. Key barriers are identified: cognitive conformism, digital overload, and insufficient methodological training of educators. The proposed optimization system includes metacognitive training, interdisciplinary synthesis, and AI-driven content adaptation.