Developing cognitive flexibility as a component of critical thinking through writing skills enhancement

The article examines the problem of developing cognitive flexibility in university students learning English as a foreign language. In todayʼs information-rich environment – characterized by rapid changes, stressful conditions, and the constant need for swift intellectual adaptation – cognitive flexibility emerges as one of the key executive functions. Drawing on contemporary theoretical sources and empirical research, the paper substantiates the relationship between the development of writing skills, metacognitive processes, and studentsʼ ability to shift thinking strategies and variably interpret information. The discussion highlights leading approaches to teaching writing, including argumentative writing, reflective writing, and work with counterarguments, all of which have demonstrated effectiveness in enhancing both cognitive control and critical thinking. A structural model of a system of exercises for developing cognitive flexibility in university students through the improvement of writing skills is proposed. The model includes three interrelated stages: activation of prior knowledge, аwareness/рrocessing (conscious processing of information), and reflection followed by the transfer of strategies to new contexts. For each stage, a targeted set of exercises is provided, aimed at fostering rapid switching between concepts, analyzing and reinterpreting situations, flexibly constructing argumentative structures, varying styles and semantic fields, and developing metacognitive awareness. These exercises develop learnersʼ abilities to analyse, synthesise and evaluate information, generate alternative viewpoints, and construct substantiated written responses, thus supporting the formation of cognitive flexibility and enhancing overall academic writing competence. The proposed model can be used by university-level English instructors to systematically develop studentsʼ cognitive flexibility as a component of critical thinking, to enhance writing proficiency, to improve the quality of written work, and to optimize the educational process in line with the demands of the contemporary academic environment.