This article analyzes the pedagogical and theoretical foundations for developing students’ conceptual thinking in higher education. Conceptual thinking is interpreted as an intellectual activity aimed at logical generalization, identifying relationships between concepts, systematizing theoretical knowledge, and solving complex problems. The paper reveals the essence of conceptual thinking, pedagogical factors influencing its formation, and development mechanisms within modern educational approaches such as competency-based, constructivist, reflective, problem-based, and integrative learning. The conclusion offers scientific and practical recommendations for enhancing conceptual thinking development in university teaching and learning processes.
Pedagogical Theoretical Foundations For Developing Students’ Conceptual Thinking In Higher Education
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