THEORETICAL AND METHODOLOGICAL FOUNDATIONS FOR DESIGNING A MODEL OF DEVELOPING CRITICAL THINKING IN FUTURE EDUCATION MASTERS THROUGH MEDIA TECHNOLOGIES

The article presents the results of theoretical and experimental research devoted to developing a model for fostering critical thinking among future Master’s students in education through the use of media technologies. The relevance of the study is justified by the growing digitalization of higher education, the challenges of information oversaturation, and the increasing demand for teachers who are able not only to transfer knowledge but also to guide students in analyzing, evaluating, and creating media-based educational content. The methodology of the research combined theoretical and empirical methods, including analysis and synthesis of scientific sources, modeling, generalization of pedagogical practices, and an experimental study carried out in several higher education institutions. The proposed model consists of four interconnected components: goal-oriented, content-based, technological, and result-oriented. The technological component integrates pedagogical conditions, innovative teaching methods, and interactive forms of learning aimed at developing analytical abilities, media literacy, and reflective skills. The experimental implementation of the model was organized in three stages: motivational-diagnostic, practical-activity, and reflective-evaluative. Within the framework of the model, a specially designed elective course was introduced, enabling students to engage in fact-checking, critical discussions, media content analysis, debates, and the production of their own educational media products. Diagnostic criteria and indicators of critical thinking development were substantiated, structured into cognitive, evaluative, reflexive, and motivational-value components. Each criterion was operationalized through measurable indicators, with defined levels of critical thinking (low, medium, high). The results of the pedagogical experiment confirmed the effectiveness of the model. A significant increase was observed in students’ ability to analyze and interpret information, construct evidence-based arguments, detect manipulative elements in media texts, and demonstrate reflective judgment in educational contexts. The findings highlight the potential of media technologies not only as technical tools but also as catalysts for fostering critical, independent, and professionally relevant thinking among future teachers. The outcomes of the study can be applied in teacher education programs to enhance cognitive and professional competencies of Master’s students, to adapt digital and media-based learning environments, and to personalize educational trajectories. Further research is recommended to explore the transferability of the model to postgraduate studies, teacher professional development, and international educational contexts where digital media are deeply integrated into academic practice.