USING THE CASE-STUDY METHOD TO FOSTER CRITICAL THINKING IN FUTURE MARITIME ENGINEERS DURING FOREIGN LANGUAGE TRAINING

Abstract

In the article, the use of the case-study method for fostering critical thinking in future maritime engineers during foreign language training is analyzed. Despite technological progress, certain aspects of work at sea, such as analyzing non-standard situations, preventing them, and reacting to them, still require human intuition and developed critical thinking.
It is emphasized that the use of the case-study method in the process of foreign language training helps future maritime engineers develop critical thinking, explore facts leading to erroneous decisions, and master decision-making models in line with industry standards. This contributes to increased safety and reliability by reducing the risk of accidents, incidents, or mechanical failures on ships.
The reasons for which non-standard, non-routine critical thinking skills of maritime engineers in the global fleet should be developed specifically in English are listed. The important stages of working with cases are outlined, including familiarization, encouragement, analysis, assumptions, hypothesis formulation, evaluation and critique, decision-making, discussion, and knowledge reinforcement with other cases.
Psychological and pedagogical conditions for fostering critical thinking in future maritime engineers during foreign language training using the case-study method are substantiated, including case selection and development, an active learning environment, clear educational objectives, familiarity with critical thinking models, group discussions, structured critical analysis of cases, transparent evaluation rubrics, feedback, and the use of scaffolding.
The conclusion is drawn that the proposed stages of working with cases and the creation of psychological and pedagogical conditions for organizing case studies during foreign language training improve the development of critical thinking skills in future maritime engineers.