Development of critical thinking and analytical skills in university students of economic and legal disciplines

Abstract

This study explores the effectiveness of integrating a mythocritical methodology into university curricula to enhance critical thinking and analytical skills among students of economics and legal disciplines. The purpose was to assess whether an interdisciplinary, inquiry-based module could improve students’ research competencies. A quasi-experimental design was implemented with control and experimental groups (N=56) over one semester. The experimental group received targeted instruction using mythocritical analysis and problem-based learning. Pre- and post-intervention assessments measured changes in both theoretical knowledge and applied analytical skills. Results demonstrated statistically significant improvements in the experimental group compared to the control group (χ² > 22, p < 0.05), particularly in the practical application of research methods. The findings support the inclusion of humanities-based methodologies in non-humanities fields. The study concludes that mythocritical approaches can effectively foster deeper intellectual engagement and skill development among economics and law students.