This article substantiates the need to develop students’ conceptual thinking in higher education from a pedagogical perspective. Conceptual thinking is interpreted as a higher-order cognitive competence that enables students to systematize knowledge, identify logical relationships between concepts, generate theoretical generalizations, and transfer knowledge to new contexts. The study analyzes the factors driving this need, including digital transformation, intensified information flows, labor market demands, and the competency-based education paradigm. The paper also provides scientific and practical conclusions regarding pedagogical conditions, methodological mechanisms, and assessment–reflection practices that support conceptual thinking development.
The Need to Develop Students’ Conceptual Thinking in Higher Education and Its Scientific and Methodological Foundations
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