FOSTERING COGNITIVE-ANALYTICAL THINKING AND DEVELOPING TRANSFORMATIVE READING SKILLS IN ENGLISH LESSONS AT PRESIDENTIAL SCHOOLS

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Published: 2025-12-05
DOI: https://doi.org/10.66073/ReFocus-Conf/553
Keywords:
Presidential Schools, English language teaching, cognitive-analytical thinking, transformative reading, critical thinking skills, student-centered learning, reflective reading, 21st century education

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Khamdamova Shokhista Yusup Qizi
Termez State University, independent researcher

Abstract

This article explores the integration of cognitive-analytical thinking and the
development of transformative reading skills in English language instruction at Presidential Schools in
Uzbekistan. It highlights the importance of equipping students with higher-order thinking abilities that go
beyond surface-level comprehension, enabling them to critically engage with texts and reflect on their own
perspectives. The paper outlines practical strategies for fostering analytical thinking through inquiry-based
learning, discussion, and real-world content. It also emphasizes the role of transformative reading in
shaping students’ personal growth and global awareness. The article concludes with recommendations for
educators and curriculum designers to enhance English teaching practices in line with modern educational
goals 

Article Details

Issue

Vol. 1 No. 1 (2025): Republican scientific-practical conference on “New Paradigms in Science, Technology and Education”

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Articles
Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Khamdamova Shokhista Yusup Qizi. (2025). FOSTERING COGNITIVE-ANALYTICAL THINKING AND DEVELOPING TRANSFORMATIVE READING SKILLS IN ENGLISH LESSONS AT PRESIDENTIAL SCHOOLS. Partner Conferences of the International Scientific Journal Research Focus, 1(1), 922-925. https://doi.org/10.66073/ReFocus-Conf/553

References

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