CRITICAL THINKING IN THE SYSTEM OF DEVELOPING CIVIC AND PATRIOTIC IDENTITY OF FEMALE STUDENTS

Abstract

This article explores the role of critical thinking in shaping the civic and patriotic identity of female university students, particularly those studying in the field of humanities. Special attention is given to pedagogical strategies and conditions that foster analytical and reflective engagement with issues of culture, citizenship, and national identity. As part of a pedagogical experiment, methods such as case studies, discussions, project-based learning, and reflection were implemented to enhance students’ ability to think critically and develop conscious patriotism. The findings demonstrate that integrating critical thinking into the educational process promotes greater civic responsibility, patriotic motivation, and personal maturity among future professionals.