The ability to organize one's independent work is the key to successful professional activity in the future. The purpose of this study is to develop a system for organizing students' independent work, taking into account their individual characteristics and ensuring the required level of practical training. The research works in the context of the experience of students-future teachers of social sciences, humanities, and fine arts in the formation of their ethno-artistic culture. The main methods for achieving this goal were comparison, systematization of the obtained material, and applying critical thinking skills. An analysis of the experience of higher educational institutions in Europe and the United States was carried out; the essence, duration, and practical orientation of students' self-study were systematized. It has been determined that the organization of students' independent work can be divided into the following components: subject learning, practice-oriented learning, student research work.     Keywords: Critical thinking; education reform; future teachers; humanities; independent learning

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A teacher plays a vital role in improving the quality of social, cultural and humanitarian (SCH) education. He/she channels and corrects students when they take steps towards a specific goal, delivers knowledge, manages the learning process, and shapes behavioural patterns. This research aims to contribute to the improvement of SCH education quality in modern universities. The study was carried out with the participation of 790 students from 7 universities: Moscow Institute of Physics and Technology, the Moscow Engineering Physics Institute, the Russian Presidential Academy of National Economy and Public Administration (Moscow), the Moscow State Institute of Steel and Alloys, the Moscow Power Engineering Institute, the Voronezh State University, and the North-Eastern Federal University (Yakutsk). The survey reveals uncongenial findings: 30% of the respondents are satisfied with the quality of SCH education in their university, 67% are unsatisfied, and 3% are not sure. The findings allow teachers of humanities and social studies to apply the mechanism described in this study in educational contexts. This research tackles the Elabuga model of education quality improvement in the context of various universities and institutes. The research shows that the Elabuga teaching model has improved the quality of students majoring in humanities and social studies and led to a qualitative and frequent use of innovative methods. Thus, from the US and Russian experience in socio-cultural and humanitarian education, it is evident that Humanities and Social Studies will be more in line with Science and Engineering in years to come.