The article presents the results of the empirical study of students' critical thinking formation under university hybrid and blended learning. Nowadays, hybrid and sometimes blended learning in higher education institution has become a necessary and thoughtful integrative learning. The aim of the scientific research was the practical implementation of experimental hybrid learning, in which conditions the development of critical thinking receives a new impetus. Methodological tools: the level of critical thinking forcefulness was measured by the California Critical Thinking Skills Test (CCTST); A specially designed elective course and training for undergraduate, graduate and doctoral students, implemented in the educational system of the Kazakh National Pedagogical University named after Abai and Kyiv National University named after T. Shevchenko, was applied. The obtained results of the study describe the specifics of critical thinking formation in the conditions of hybrid learning. Statistical analysis of the data showed positive dynamics and a significant increase in the indicators of the experimental group. Practical approbation and experimental validity of the effectiveness of the developed course and training gives prospects for further research of this phenomenon and practical implementation of innovative technologies aimed at the development of critical thinking of students in the hybrid model of learning.