Abstract
The article examines the potential of teaching physics to humanities-oriented students for the development of cognitive skills. Although physics is commonly associated with formulas, calculations, and units of measurement, presenting its content in humanities classes through real-life situations, linguistic analysis, historical facts, social issues, text-based activities, and discussions enhances students’ cognitive engagement and intellectual activity. This approach enables learners to understand physical phenomena not only from a theoretical perspective but also in relation to the environment, human life, and social processes. The study analyzes ways of integrating physics with humanities education and explores the development of students’ abilities to formulate questions, provide arguments, compare information, construct models, and work with data. The research is organized according to the IMRAD structure and includes an introduction, methods, results, discussion, and conclusion. In addition, the cognitive potential of physics-related tasks and learning situations designed for humanities-oriented students is examined. The article reviews the works of Kazakhstani and Russian scholars and supplements scientific and pedagogical conclusions with practical examples. Particular attention is paid to helping humanities students perceive physics not as a purely technical discipline, but as a cognitive tool for understanding nature, society, and human life, while also fostering research skills, critical thinking, and interest in the subject.