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Abstract
This article examines the philosophical, psychological, and pedagogical foundations of critical thinking as a key competency for future foreign language teachers in digital learning environments. Drawing on classical Eastern scholarship, Western philosophical traditions, and contemporary cognitive science, the study constructs a multi-dimensional theoretical framework for understanding and developing critical thinking. The article argues that in the context of digital transformation, critical thinking must be redefined beyond generic cognitive skills to encompass linguocultural information evaluation, pedagogical self-regulation, and dual professional responsibility. A comparative analysis of fifteen scholarly definitions reveals four dominant orientations — skill-based, dispositional, competency-based, and integrative-digital — and proposes an original integrative definition tailored to the specific demands of future foreign language teachers in Uzbekistan's digitalising education system.
References
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