Abstract
<jats:p>The purpose of the study is to provide a theoretical justification of the structural and content model of critical thinking in early adulthood within the context of the digital society. The research employs a set of theoretical methods, including the analysis and synthesis of scientific sources, comparison and juxtaposition of conceptual approaches, systematization and classification of theoretical propositions, theoretical modeling, and logical-theoretical generalization. The results of the study involve identifying and substantiating the key components of critical thinking (cognitive, motivational, emotional, resource-adaptive, and behavioral-operational) as well as outlining their interaction in the context of the informational challenges of contemporary society. The conclusions emphasize the necessity of a holistic approach to the understanding of critical thinking that accounts for the age-specific features of early adulthood and the ambivalent impact of the digital environment, as well as its significance for personal development, professional training, and ensuring informational security.</jats:p>