Abstract
This article analyzes the dynamics of the development of thinking education, as well as effective approaches and models in this field, from a scientific and pedagogical perspective. It elucidates the essence and content of constructivist, cognitive, sociocultural, activity-based, reflective, critical, metacognitive, pragmatic, and speech-and-thought unity approaches related to the development of an individual’s thinking activity. The article also examines the earliest ideas on thinking education advanced in the Avesta, as well as the conceptual views on thinking education put forward by Eastern thinkers such as Abu Nasr al-Farabi, Abu Ali ibn Sina, Abu Rayhan Beruni, Yusuf Khos Hojib, Alisher Navoi, and Zahiriddin Muhammad Babur. Furthermore, the pedagogical, psychological, and didactic significance of 4C competencies and the 5E model in organizing thinking education within the modern education system is substantiated. As a result of the research, the scientific conclusion is advanced that thinking education is an integrative pedagogical process that ensures the intellectual, moral, social, and communicative development of the individual.