In the modern education system, one of the main requirements is not only that students memorize information, but also that they are able to analyze, evaluate, and apply it in different contexts. In this regard, in recent years the global educational paradigm has shifted from information-based instruction towards competency-based education. Within this framework, developing students’ critical thinking skills has become one of the key pedagogical goals.

Critical thinking is not the mechanical reception of information by students, but rather their ability to understand it, compare evidence and arguments, evaluate the author’s position, and form their own viewpoint. Wallace (2006), describing reading literacy as a fundamental prerequisite for personal social and professional development, emphasizes not only comprehension of texts but also the importance of interpretative skills. Habermas and Nielsen (1990) likewise argue that conscious engagement with texts in the learning process constitutes the basis for an individual’s ability to form public opinion.

From this perspective, historical feature films and documentary films are considered one of the effective tools for increasing students’ cognitive engagement. Historical films present past events in a visual form, enhancing students’ emotional perception, while documentary films provide factual data and evidence, allowing the formation of a scientific worldview. Such materials enable students to connect textual content with real life and critically evaluate historical events. However, in school practice, films are often used merely as supplementary tools, and their systematic integration into learning objectives remains insufficient. Therefore, the main purpose of this study is to scientifically determine the impact of the systematic integration of historical feature films and documentary films into the teaching process on students’ critical thinking and reading literacy levels.

Research Aim

To determine the level of development of students’ critical thinking skills and reading literacy through the use of historical feature films and documentary films.

Research Objectives

• To design interdisciplinary lesson models based on historical films;
• To compare students’ learning achievements through pre-tests and post-tests;
• To qualitatively analyze students’ reflective journals;
• To evaluate lesson effectiveness within the framework of Lesson Study;
• To compare research findings with pedagogical theories.                                                        

Research Setting and Participants

The study was conducted at the Nazarbayev Intellectual School of Natural Sciences and Mathematics in Aktau. The participants were 32 students from two parallel Grade 10 classes (10A and 10H).

The students were divided into two groups: Experimental group – 16 students; Control group – 16 students.

The research team consisted of three subject teachers: teachers of Kazakh language, Biology, and English.

The teachers collaboratively carried out planning, observation, and analysis activities using the Lesson Study approach.

Research Instruments

The following instruments were used in the study:

• Pre-test and post-test consisting of 30 tasks to measure reading literacy;
• “Viewer’s Journal” (reflective writing);
• Semi-structured interviews;
• Teachers’ observation sheets;
• Lesson Study analysis tables.
• Research Procedure

The study lasted for 8 weeks. In the experimental group, lessons based on historical feature films and documentary films were systematically conducted. Each week, students watched one film and completed related textual and reflective tasks. The following strategies were used in the lessons:

• Identifying the main idea;
• Critically evaluating characters’ actions;
• Relating historical events to modern life;
• Expressing opinions based on evidence;
• Writing reflective journals.

In the control group, the same topics were taught using traditional text-based methods, namely reading textbook materials and answering questions.

Quantitative Analysis Both groups demonstrated comparable pre-test results (experimental: 15.1; control: 15.4), confirming equal baseline conditions and ensuring the validity of further comparison. Post-test data revealed a statistically meaningful difference between the groups. The experimental group achieved a mean score of 22.8, demonstrating an increase of 7.7 points (25%), whereas the control group improved only to 17.2, with a gain of 1.8 points (6%). These results indicate the clear advantage of instruction incorporating historical films. In addition to overall score growth, changes were observed in performance level distribution. The number of high-performing students in the experimental group increased to 12, while the control group reached only 5. Simultaneously, the proportion of low-level students in the experimental group decreased from 38% to 11%, whereas no significant change was recorded in the control group. These shifts suggest a more balanced and inclusive learning effect in the experimental group. Qualitative Analysis Qualitative data were obtained from Viewer’s Journals, semi-structured interviews, and teachers’ observation sheets. Content analysis identified three dominant trends: improved depth of text comprehension, development of critical thinking skills, and increased emotional engagement with learning. Initially, students’ written responses were largely descriptive and focused on content reproduction. By the final stage, students demonstrated interpretative reasoning, evaluation of historical contexts, and consideration of alternative viewpoints. Interview data showed that 79% of students reported improved ability to justify their opinions, while 84% emphasized increased motivation and interest. Teachers’ observations further confirmed higher participation, questioning, and collaborative discussion in the experimental group, indicating positive changes in classroom interaction patterns. Discussion The findings fully correspond with the conclusions of Wallace (2006) and Habermas and Nielsen (1990) regarding the role of reading literacy in personal development. In addition, the effectiveness of critical reading strategies proposed by Salisbury University (2009) was empirically confirmed in this study. According to Mayer’s multimedia learning theory, learning outcomes improve when visual and textual information are presented together. The significant improvement in the experimental group supports this theory.

Conclusion The results of the conducted study demonstrate that, under the conditions of the Nazarbayev Intellectual School of Natural Sciences and Mathematics in Aktau, the systematic integration of historical feature films and documentary films into the teaching process constitutes a highly effective pedagogical tool for developing students’ critical thinking skills, reading literacy, and reflective abilities. The study revealed that the use of historical films fundamentally changes students’ attitudes toward learning. While in traditional instruction students mostly act as passive recipients of information, in film-based lessons they become active analysts and subjects who construct their own viewpoints. This transformation fully corresponds to the main principles of competency-based education. Quantitative results showed a significant increase in learning achievements in the experimental group, while qualitative analysis proved that this improvement was not merely numerical but qualitative in nature. Students’ level of text comprehension deepened, and they developed skills of interpretation, evaluation, and application. Moreover, historical films enhanced students’ emotional engagement and intrinsic motivation, which directly contributed to the effectiveness of the learning process. The Lesson Study approach also had a significant impact on teachers’ professional development. Collaborative planning, observation, and analysis enabled teachers to reflect on their practices, improve lessons, and adapt instruction to students’ actual needs. This study demonstrated that Lesson Study is not only a professional development tool but also an effective mechanism for improving teaching quality. Recommendations  To systematically integrate historical films into subject curricula;  To implement the “Viewer’s Journal” in digital format;  To integrate the approach with CLIL methodology;  To complement learning with debates and project-based tasks.

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