The significance of this study lies in fostering skills among school students that enables them to process information from several academic subjects, utilize science and technology at the same time, create new innovative projects, think critically and creatively, achieve meta-subject and personal outcomes, apply their abilities and knowledge to solve real-life problems, and make decisions based on current information utilizing available digital technologies. The main goal of this research is to propose a methodological system for the formation of meta-subject skills in primary school students in the context of STEM education. This framework encompasses several essential stages: a conceptual foundation for the formation of meta-subject skills of primary school students; methods of teaching through STEM; and interdisciplinary, meta-subject tasks and integrated projects aimed at fostering meta-subject skills. Moreover, the study describes an elective course program called “Secret of the World.” This course is intended for second grade learners and serves as a practical implementation of the proposed methodology. This course focuses on the promotion of integrated learning based on common topics, application of scientific and technical knowledge, enhancement of critical thinking and problem solving, stimulation of curiosity in science and technical subjects, and utilization of creative and innovative approaches to projects.

This study focuses on developing the skills of primary school students to prepare them for the challenges of the 21st century, enabling them to be literate, capable of engaging in culturally sophisticated communication, thinking critically, solving problems, and productively creating projects. The primary goal is to propose a methodological system for developing language skills in primary school students through the lens of critical thinking. The components of this model—such as objectives, active learning tasks, teaching methods, technologies, forms, digital resources, content of the elective course, and expected outcomes—serve as the foundation for identifying possibilities to cultivate students’ language skills. One of these possibilities involves the design and implementation of the elective course “Linguistic Skills.” This course is designed to enhance students’ linguistic competencies through critical thinking-based approaches, utilizing integrated learning methods that incorporate cross-disciplinary themes.

The article deals with the problem of the formation of critical thinking in primary schoolchildren through a judicious application of effective inquiry techniques. To determine the relevance of the topic, the concept of the development of education and science and the State Mandatory Standard of Primary Education are analyzed. A review of the research of domestic and foreign scientists who studied the concept of “critical thinking” is presented. It is confirmed that this is one of the skills that allows the student to develop freely in the educational space. Since the object of the study was primary school students, experimental work was carried out with students. Three stages of the experiment have been implemented. Tasks aimed at forming students’ critical thinking at the formative stage are developed based on the educational goals of the 4th-grade curriculum. The effectiveness of the developed tasks aimed at the problem of research has been proved in the course of experimental research. As a result of the use of pedagogical technology for the development of critical thinking, students make mistakes at the first stage, freely express their thoughts without fear of teacher correction; update their knowledge and experience; solve large-scale problems on the topic, make common decisions; at the second stage, they understand the content of new information, compare existing knowledge and experience, pose questions aimed at finding effective and solvable ways, express their own opinion about new information, argue their positions; at the third stage, the ability to independently determine tasks, make forecasts, and make decisions develops. Keywords: critical thinking, technology, primary class, effective question, decision-making, analysis, comparison, reflection, experiments.

This study is aimed at developing the scientific, technological, engineering, and mathematical (STEM) skills of primary school pupils, as well as their creative and higher-order thinking abilities, through STEM-based teaching. The main aim of the study is to determine the effectiveness of developing primary school pupils' creative thinking abilities within the context of STEM education. The research was conducted in three phases: diagnostic, formative, and summative. Within the experimental design, pre and post-tests were administered to the experimental and control groups. The experimental group was taught a specially developed, STEM-based programme over one academic term, while the control group received instruction through traditional teaching methods. The measurement instruments used in the study included Chambers' “Draw-A-Scientist Test” tasks and Torrance's “Finish-a-Picture” creative thinking tasks. The collected data were processed using the SPSS statistical programme and analyzed with the appropriate statistical methods. The research findings revealed statistically significant differences between the experimental and control groups. The effectiveness of the STEM programme implemented during the experiment was confirmed by comparing the pre and post-test results. In conclusion, the results clearly demonstrate the high effectiveness of the STEM-oriented teaching approach in enhancing the creative thinking abilities of primary school pupils.

The article clarifies the essence and structure of the concept of "intersubject communication". The formation of a worldview, dialectical thinking skills, cognitive activity of students through the organization of interdisciplinary connections in the pedagogical process is an urgent research problem of the modern education system. The author of the article determined their relevance by referring to regulatory documents. During the analysis of the works of domestic and foreign scientists, the subject of the study, its significance in the educational process, and its role in the formation of the student's worldview were determined. In the study of this aspect, methods of analysis and generalization based on scientific, systematic, interdisciplinary positions were used. The content analysis of the concept of "interdisciplinary communication" based on the research of foreign scientists is carried out. The development of interdisciplinary tasks in the context of STEM education was also considered. The functions, types, directions, methods and techniques of the organization of interdisciplinary communication in the pedagogical process are defined, the main directions of the teacher's activity during the implementation of interdisciplinary communication are presented. As a result of the research, the author's definition of the concept of "intersubject communication" was given. When determining the structure of the concept of "interdisciplinary communication", its cognitive, methodological, and substantive components are clarified

One of the key challenges in the education system is fostering students' personal development by cultivating critical thinking skills. Analyzing the research of both domestic and international scholars to establish the theoretical and methodological foundations of the study has shown that the term "critical thinking" used across various scientific disciplines, carries multiple interpretations. The purpose of the article is to consider visual methods as means of developing critical thinking in younger schoolchildren. Visual techniques allows to organize the material in advance and present ideas. The research results were analyzed using the methods of compilation, comparison, systematization. The research was conducted from September to December 2023. The study involved students of grades 4 "B" and 4 "G" of Z. Kosmodemyanskaya Lyceum School No. 23. The research was conducted in three stages. During the identification stage, students' critical thinking skills were initially assessed using the "Critical Thinking of Younger Schoolchildren" diagnostic method. In the formation stage, visual techniques were applied to develop these skills. Finally, in the control stage, the diagnostic method was re-administered to evaluate the effectiveness of the tasks, and a comparative analysis of the results was presented. The experiment findings demonstrated that the practical class activities were effectively structured and implemented.