Questions have long been used by teachers and tutors as an instructional tool to assess students’ knowledge, improve understanding, and stimulate critical thinking. Well-thought questions lead to new ideas, spark discussion, and promote comprehensive learning about a subject. Poorly designed questions can lower performance, create confusion, intimidate students, and limit creative thinking. Teachers tend to ask lower-order convergent questions, which are based on students’ actual recall of prior knowledge, but do not ask higher-order divergent questions, which promote deep thinking and require students to analyze and evaluate concepts. The article summarizes the taxonomy (that is, the teaching of the principles and practice of classifying and systematizing complex, hierarchically related entities) of questions, suggests strategies for formulating effective questions, and explores practical considerations for increasing student engagement and developing critical thinking. Similar concepts can be applied in the classroom and in experiential learning environments. Relationship between development of critical thinking skills and targeted application of effective questioning methods in educational organizations is examined. Having carefully studied various forms of training and their obvious impact on students’ ability to think critically, we have summarized the experience of composing questions that play a significant role in the development of analytical and evaluative cognitive abilities. The study delves into the complex elements of question formulation, including factors such as complexity, relevance, and relevance to a particular situation.