Contextualization of critical thinking in sub-Saharan Africa: A systematic integrative review

The Use of Critical Pedagogy in Social Science Education: An Analysis of Cartoons on Teaching and Learning Outcomes in the Bamenda Municipality

“…This is because when teachers ask questions based on the concepts illustrated in the Economics, Geography and History cartoons, their students have the opportunity to examine their prior knowledge and experiences, make assumptions, challenge their perspective and interpret or reinterpret the concepts. This matches the findings of Ojo (2015), Eşitti (2016) and Giacomazzi, et al (2022), which suggests that cartoon and dialogical problemposing method of education foster critical thinking and the learning of any concept. The implication of this finding is that, teachers should ask open ended questions related to cartoon concept.…”

“…The dialogical problem-posing method of education has evolved over time in several developed and developing countries. In Sub-Saharan African (SSA) countries, the government has pointed the dialogical problem-posing method of education as a major educational priority to promote critical thinking skills and subsequently, sustainable development (Giacomazzi, Fontana and Trujillo, 2022). In Cameroon, this dialogical problem-posing method of education has evolved to Socratic Method of education; where teachers use cartoons to teach any concept in the classroom.…”

Compatibility of Learning Competency Achievement Indicators In Electronic School Book (ESB) Indonesian High School with Critical Thinking Aspects

“…Creative thinking and critical thinking are complementary cognitive processes that are essential for dealing with complex challenges (Álvarez-Huerta et al, 2022). Critical thinking skills as a top education priority to improve global economic competitiveness (Giacomazzi, et al, 2022). Insights into how students reason when faced with problems can improve the quality of teaching (Paulsen & Kolstø, 2022).…”

Soft skills assessment and enhancement

“…In sub-Saharan Africa, for instance, several authors (Grosser & Lombard, 2008;Madondo, 2018;Schendel, 2016), have highlighted the importance of starting from the local understanding of a skill for developing and measuring it through relevant and context-sensitive strategies. Nevertheless, only a few studies have investigated the local understanding of these skills before assessing them, and they have not served to deepen appreciation of the influence of cultural differences (Giacomazzi et al, 2022). The lack of attention to the local interpretation of what needs to be assessed and how it relates to culture and language results in the acquisition of assessment tools and pedagogical strategies that do not consider the cultural nuances (Giacomazzi et al, 2022).…”

“…Nevertheless, only a few studies have investigated the local understanding of these skills before assessing them, and they have not served to deepen appreciation of the influence of cultural differences (Giacomazzi et al, 2022). The lack of attention to the local interpretation of what needs to be assessed and how it relates to culture and language results in the acquisition of assessment tools and pedagogical strategies that do not consider the cultural nuances (Giacomazzi et al, 2022). Most of the attempts of empirical studies to assess soft skills in medium-and low-income contexts relied solely on assessment instruments imported from other cultural contexts (Schendel & Tolmie, 2017), generating problems of comparability, an absence of normative groups and a lack of familiarity in adaptation and validation processes.…”