Contemporary students, especially first-year students, have a weak grasp of global socio-political and economic processes. First-year students exhibit a specific type of thinking, often called clip thinking, shaped by the rapid and intermittent flow of information through information technology. Despite its associative and figurative nature, such thinking does not foster the purposeful assimilation and critical comprehension of information. The solution to this problem may lie in the widespread implementation of new educational technologies, among which the educational quest stands out as a notable instrument. The research aims to define the role of the educational quest in shaping the university of a new type. The research employed problem-analytical and generalization methods. The research yielded the definition of the educational quest as a significant tool for stimulating educational activity among students, fostering critical thinking skills, enhancing functional literacy, and cultivating students’ own perspectives and viewpoints on social phenomena and processes. The originality of this research lies in exploring the author’s experience in conducting educational quests using information technologies in the implementation of social disciplines.