INTEGRATION OF INTERACTIVE AND PROBLEM-BASED EDUCATIONAL TECHNOLOGIES IN DEVELOPING THE CRITICAL THINKING COMPETENCE OF FUTURE TEACHERS

Abstract

The development of critical thinking competence has become one of the primary objectives of contemporary teacher education in response to the growing demands of competency-based learning and the knowledge society. This study explores the pedagogical potential of integrating interactive learning technologies and Problem-Based Learning (PBL) in fostering the critical thinking competence of future teachers. The research is based on a qualitative approach employing theoretical analysis, comparative pedagogical analysis, content analysis, and pedagogical synthesis of contemporary scientific literature. The findings indicate that the integration of interactive and problem-based learning creates a learner-centered educational environment that enhances analytical reasoning, reflective thinking, collaborative problem-solving, and evidence-based decision-making. The study demonstrates that the combined application of these instructional approaches produces a synergistic effect, enabling future teachers to actively construct knowledge, critically evaluate information, and effectively address authentic professional challenges. Furthermore, the research proposes a conceptual framework that supports competency-oriented teacher education and aligns with international educational standards. The findings provide theoretical and methodological guidance for curriculum developers, teacher educators, and higher education institutions seeking to modernize teacher preparation through innovative pedagogical strategies. Future empirical research is recommended to validate the effectiveness of the proposed integrated instructional model across diverse educational contexts.