Abstract
The paper aims to determine the factors that hinder forming and developing critical thinking of students and ways to overcome them in higher education. First, it is a problem of low motivation and a low level of self-regulation in critical thinking training. These problems reduce the effectiveness of all those methods and techniques for forming critical thinking that teachers use. We propose applying differentiated learning (multilevel learning) as one of the most effective ways to solve the problem of organizing critical thinking training. Moreover, we consider that at the beginning of training, it is necessary to determine the personal qualities of students, such as purposefulness, self-discipline, perseverance, tolerance, academic motivation, and self-regulation of cognitive activity. During the learning process, it is necessary to use multilevel tasks and exercises to cover all categories of students. This is because these tasks are based on some volitional qualities of the personality and motivation for learning. This approach is systemic and makes it possible to achieve high efficiency in teaching critical thinking.