METHODOLOGY FOR DEVELOPING STUDENTS’ ANALYTICAL THINKING THROUGH INTEGRATIVE DIGITAL LEARNING RESOURCES

Abstract

Access to digital resources does not, by itself, demonstrate students’ ability to analyse information or justify a conclusion. This article presents a methodology for developing analytical thinking through the integration of classroom activities and a digital learning platform. Conceptual analysis, functional comparison and pedagogical modelling are used to systematise the theoretical and methodological materials of the study. The proposed organisational–pedagogical model connects five blocks: goal orientation, content and technology, process and activity, assessment, and outcomes. Its instructional content is organised into theoretical, practical and reflective layers, while student activity combines inductive, deductive and argumentative reasoning. The methodology is illustrated through a social media threats module in the Media Literacy and Information Culture course. Pre-class preparation, collaborative analysis, three-level portfolio assignments and reflective writing form a connected learning sequence. The Analitik-fikrlash.uz platform provides the described environment for organising resources, documenting work and supporting individual monitoring. Three assessment criteria distinguish digital activity, argumentation and cognitive activity. The principal result is an alignment of learning resources, reasoning operations, student products and feedback. The article reports a methodological system rather than an experimental estimate of its effectiveness.