The perspectives on the development of scientific thinking in students in contemporary schools reside in the necessity of reconceptualizing the educational system from this standpoint, with implications far deeper than mere methodological adaptation or didactic reconfiguration. This is primarily because today's student represents more a vulnerability than a development prospect. This paper explores some aspects related to the risks the educational system faces in cognitive, volitional, and behavioral terms, as well as the role of scientific thinking in mitigating these risks associated with the tendency to develop clipping thinking under the influence of mass digitization, from which practically no student can escape. The attempts of contemporary schools to cope with the digitization of education in the struggle to prioritize the importance of knowledge offered to the student are also analyzed, yet they do not provide long-term solutions. In conclusion, the article outlines several desiderata regarding the need for in-depth research encompassing a wide range of topics related to scientific thinking at different age stages and the scientific education of students, as well as of teachers as promoters of the development of scientific thinking in students.