Use of Mind Maps in Learning Humanities by Higher Education Students

The study aims to determine the influence of mind maps on teaching humanities to higher education students and to identify their potential for improving analytical, reflective, and cognitive skills. The research employed a comprehensive methodology combining standardized testing (Watson–Glaser Critical Thinking Appraisal, Reflective Practice Questionnaire, Coping Flexibility Scale–Revised), questionnaire survey, structured observation, and statistical methods such as analysis of variance (ANOVA), correlation analysis, and paired t-test. The empirical sample comprised 120 students majoring in humanities, randomly divided into control and experimental groups, which ensured the validity and reliability of the obtained results. The study lasted for two academic semesters and included pre-testing, experimental intervention, and post-testing. The results showed that 80% of students recognized the high effectiveness of mind maps in structuring and organizing learning materials, while 75% confirmed a noticeable improvement in critical and reflective thinking. The mean value in the Adaptive Coping category increased from 3.45 to 4.30, and in Self-Appraisal – from 3.00 to 4.00, while the effect size ranged from 0.70 to 0.80, confirming a statistically significant influence on learning outcomes. Mind maps also contributed to cognitive flexibility, interdisciplinary integration, and higher student engagement in the educational process. The scientific novelty of the study lies in the empirical verification of the long-term cognitive, reflective, and integrative effects of mind maps, confirmed for the first time in the context of humanities education. The research introduces a pedagogical model for integrating mind maps into university courses, offering a new perspective on the interaction between visual, analytical, and critical thinking. The practical significance lies in applying mind maps as an effective educational tool to enhance comprehension, structure knowledge, and improve students’ autonomy, motivation, and cognitive activity in higher education.