PEDAGOŠKI ASPEKTI UPOTREBE DRUŠTVENIH MREŽA U NASTAVI FILOZOFIJE

This paper explores critical thinking as a key objective of philosophy education in the Republic of Serbia, examining ways in which it can be developed in alignment with the existing curriculum. It begins by addressing the concept of critical thinking and then introduces critical pedagogy as the most suitable theoretical framework for its development. Particular emphasis is placed on the reality of young people in Serbia, exploring how critical pedagogy can respond to their needs and challenges. Although social media are the primary sources of information for students across Europe, formal education lags behind in incorporating social media content and, more importantly, in fostering its critical reflection into classroom practice. For this reason, the aim of this theoretical paper is to explore the potential of using social media in philosophy education. Using content analysis and available literature, the paper offers conclusions on how social media can serve as tools for developing students’ critical thinking skills. It also considers the challenges and advantages of such an approach and provides recommendations for improving teaching practices in the light of contemporary educational trends.