Structural and content components of critical thinking of individuals in early adulthood in the context of the digital society
DOI:
https://doi.org/10.31108/3.2026.10.1.2Abstract
The purpose of the study is to provide a theoretical justification of the structural and content model of critical thinking in early adulthood within the context of the digital society. The research employs a set of theoretical methods, including the analysis and synthesis of scientific sources, comparison and juxtaposition of conceptual approaches, systematization and classification of theoretical propositions, theoretical modeling, and logical-theoretical generalization. The results of the study involve identifying and substantiating the key components of critical thinking (cognitive, motivational, emotional, resource-adaptive, and behavioral-operational) as well as outlining their interaction in the context of the informational challenges of contemporary society. The conclusions emphasize the necessity of a holistic approach to the understanding of critical thinking that accounts for the age-specific features of early adulthood and the ambivalent impact of the digital environment, as well as its significance for personal development, professional training, and ensuring informational security.
Keywords: critical thinking, structural-content model, digital society, early adulthood, cognitive processes, metacognitions, emotional regulation, motivational and value orientations, digital media literacy, information security
Accepted: 10.03.2026
Reviewed: 01.05.2026
Published: 20.05.2026
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