Methodologies for Fostering Critical Thinking Skills from University Students’ Points of View

Abstract

Developing critical thinking skills appears to be a challenge for higher education institutions. However, little is known about the students’ points of view regarding the methodologies they consider to foster the development of this competence. To answer this question, a total of 263 Spanish university students participated in this study and were asked what they understood by critical thinking and the methodologies they considered to be the most effective for developing it. The results indicated that, based on students’ points of view, there were six methodologies that mainly contributed to developing critical thinking: Debates, project-based learning, practices in real contexts, doing research, cooperative learning, and case studies. These results were unanimous regardless of the student’s understanding of critical thinking: Analyzing/organizing, reasoning/arguing, questioning/asking oneself, evaluating, taking a position/taking a decision, compromising/acting. These findings have important theoretical and practical implications for teachers and educational institutions in relation to the development of critical thinking in higher education.

Undergraduate Students’ Conceptualization of Critical Thinking and Their Ideas for Critical Thinking Acquisition

“…This group of participants was identified in all statements included in the survey examining students' ideas about how CT might be acquired. Previous research suggests that undergraduate social science students' recognition of the instructional approaches that promote CT could be attributed to students' knowledge acquisition about these instructional approaches and experience in these instructional approaches during their studies [45]. Hence, our finding regarding the small percentage of students with initial blurred ideas is anticipated, considering that the first-year students engaged in our study completed the survey at the beginning of the semester having received no instruction.…”

“…Nevertheless, teaching CT does not include a 'magic recipe', but some of the above can function as the first steps of this process [30] (p. 303). Moreover, students also stressed that carrying out research and practicing in real contexts can contribute to fostering their CT [45].…”

Problem Based Learning in Engineering Course in Malaysia

“…Finally, students present their final solutions to the class or to an external audience, showcasing their critical thinking, problem-solving, and communication skills. The PBL approach fosters student-centered learning, encourages collaboration and communication, and provides students with opportunities to apply their learning to real-world problems [7,9]. The cycle of PBL step is summarized in Figure 2.…”

“…PBL challenges students to analyze and evaluate information from various sources, identify and define problems, and develop and evaluate potential solutions. This approach to learning encourages students to engage in higher-order thinking, enabling them to apply their theoretical knowledge to real-world problems [9,12]. Another benefit of PBL in engineering courses is the development of problem-solving skills.…”

Effectiveness of IoT Integrated Problem Based Learning Model on Students Creative Thinking Skills Abilities

“…In addition, PBL transcends disciplinary boundaries, providing a platform for crossdisciplinary exploration and integration of knowledge (Ernawati, Sudarmin, et al, 2022). Through a process of inquiry and resolution of complex problems, students draw connections between different subject areas, gaining a holistic understanding of the subject matter (Xu et al, 2023;Campo et al, 2023). This cross-disciplinary approach reflects the interconnectedness of real-world challenges, preparing students for the complexities of their future careers.…”