Pedagogical context of learning and teaching

The role of teachers in encouraging critical thinking

In the context of higher education, the teacher is no longer the exclusive source of knowledge but assumes the role of a learning facilitator, mentor, and interpreter of complex conceptual structures. The teacher’s task is to design and implement the teaching process in ways that promote analytical thinking, critical reflection on arguments, and the development of independent positions among students. Within this framework, the teacher creates opportunities for academic discussion, fosters a dialogic learning environment, and encourages the critical examination of established knowledge and practices. Given the dynamic and evolving nature of scientific knowledge, teaching increasingly relies on modeling scientific modes of thinking and systematically developing students’ research competencies.

Partnership between teacher and student

One of the defining characteristics of the contemporary pedagogical environment, including higher education, is the gradual shift away from traditional hierarchical teacher–student relationships toward a partnership-based and collaborative model. This relationship is grounded in mutual respect, open communication, and transparency. Students are no longer viewed as passive recipients of knowledge but as active and equal participants in the educational process, whose perspectives, prior experiences, and contributions are recognized and valued. In such an environment, the teacher not only facilitates learning and transmits knowledge but also uses student feedback as a resource for ongoing professional development. This paradigmatic shift places demands on teachers that extend beyond disciplinary expertise, requiring a high level of pedagogical maturity, reflective practice, and readiness to adapt to diverse educational needs and the challenges of the modern academic environment.