This article examines the role of dialogue-based learning in high school as an important factor in the development of critical thinking. The study emphasizes the relevance of the transition from the traditional reproductive method, which still dominates the modern higher education system, to a model of learning based on dialogue. The need for these changes is justified based on modern socio-constructivist theories. In accordance with them, the educational process becomes more efficient when students are not passive consumers of information, but active participants in the joint search and construction of knowledge.

The purpose of study is to identify the relationship between the level of dialogue-based learning practice and the quality of the educational process in the university audience. To achieve this goal, a qualitative content analysis and a discursive analysis of video recordings of literary studies at the university were carried out.  The Dialogic Inquiry Scale (IDI) was used as a diagnostic tool.

The results of the study showed clear progress from a low level of dialogic learning, directly related to the cognitive activity of students and their participation in discussions. Especially pronounced positive changes were observed in cases where teachers used open questions, stimulated reflection and cooperation between students. Qualitative analysis confirmed that the highest level of development of critical thinking is manifested in condition of genuine dialogue interaction, that is, when communication goes beyond the traditional question-answer format.

Based on the data obtained the authors offer specific recommendations to teacher on the implementation of dialogic strategies in the educational process. This contributes not only to improving the quality of interaction in the training, but also to the formation of analytical and critical competencies among students. The article is addressed to teachers, methodologists and researchers involved in improving the higher education system.