Development of Critical Thinking in Future Primary School Teachers Within the Framework of the Credit-Module System

This study explores the pedagogical and psycholinguistic mechanisms for fostering critical thinking skills in prospective primary school teachers under the conditions of the credit-module system. The transition from traditional, teacher-centered instruction to a student-centered, modular approach necessitates a fundamental re-evaluation of educational paradigms. The article analyzes the hierarchical stages of information processing, independent educational activities, and modern assessment tools such as portfolios and case studies. Findings suggest that the credit-module system serves as a catalyst for transforming students from passive recipients of information into active, reflexive subjects capable of analytical reasoning, evidence-based conclusion-making, and creative problem-solving.