This article provides a scholarly analysis of the linguoculturological and psycholinguistic features of teaching critical thinking to foreign students in the context of the Uzbek language. In the era of globalization, the international integration of higher education requires that not only linguistic competence but also cultural and psychological aspects be taken into consideration in the educational process of foreign students studying in Uzbekistan. The development of critical thinking as a modern educational paradigm enhances students’ abilities to think creatively, logically, and independently. From this perspective, the paper investigates the linguocultural context of foreign learners of Uzbek, their psycholinguistic processes of language perception, and their communicative needs within the educational setting.

Critical thinking, foreign students, Uzbek language education

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