Education is a dynamic process that continuously evolves to reflect the needs of society and develop individual skills. Active learning methods, such as discussions, group work, problem-solving, and role-playing, offer an alternative to traditional teaching approaches by fostering critical thinking, collaboration, and independence (Lacina & Kotrba, 2015). These methods also enhance students' self-efficacy and sense of control (Zimmerman, 2000), contributing to higher motivation and better academic performance. Techniques like project-based learning and active reading help students manage their time more effectively and handle complex tasks, which positively influences their confidence in learning. The aim of the presented paper is to identify effective approaches to supporting critical thinking through modern pedagogical strategies that emphasize active student participation and to analyse these methods as moderators of the relationship between critical thinking and academic control and academic self-efficacy among university students.

Methods:
The research sample consisted of 183 university students (M= 22.56, SD = 4.69; 79,8% women). To measure critical thinking skills, we used The Watson–Glaser Critical Thinking Appraisal (Watson, Glaser, 1991). Academic control was measured by Perceived Academic Control Scale (Perry et al, 2001), and for frequency of using activating learning methods by a teacher a self-designed questionnaire was utilized.

Results:
Results showed significant positive associations between critical thinking skills and academic control (β = 0,22, p ˂ 0,01). Activating methods moderated the relationship between critical thinking skills and academic control, however in unexpected directions. CT skills significantly predicted academic control (b = 1,09, p ˂ 0,001) only at low levels of activating methods.

Conclusion:
Results highlighted that through critical thinking, students' sense of responsibility for their learning increases. Our findings suggested that frequency of use of activating methods does not strengthen this relationship but rather weakens it. Future research should examine the quality of activating methods rather than their frequency.

Keywords: Activating Learning Methods, Critical Thinking, Academic Control, Academic self-efficacy, University Students.