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Abstract
This article examines the development of critical thinking skills in English for Economic Purposes (EEP) within the context of modern higher education. It emphasizes the growing importance of integrating linguistic competence with analytical reasoning for economics students in a globalized environment. The study explores theoretical frameworks such as Content and Language Integrated Learning (CLIL), Cognitive Load Theory, and Bloom’s Taxonomy to explain how students can move from basic language proficiency to advanced analytical thinking. Key challenges, including limited academic vocabulary, conceptual misunderstandings, and difficulties in expressing complex ideas in English, are analyzed. The article also highlights effective pedagogical strategies such as case studies, structured debates, and academic writing frameworks to enhance both critical thinking and language skills. It concludes that combining language learning with critical analysis is essential for preparing globally competent economists.
References
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