scholarly journals The Value of Critical Thinking in Higher Education and the Labour Market: The Voice of Stakeholders

2021 ◽  
Vol 10 (8) ◽  
pp. 286
Author(s):  
Valdonė Indrašienė ◽  
Violeta Jegelevičienė ◽  
Odeta Merfeldaitė ◽  
Daiva Penkauskienė ◽  
Jolanta Pivorienė ◽  
...  
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Labour Market ◽  
Cognitive Skills ◽  
Quantitative Research ◽  
Educational Practice ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Stakeholder Groups ◽  
The Individual

Critical thinking has been more than just a part of academic rhetoric and educational practice for some time now. In the rapidly changing world of information flow, critical thinking is often identified as the goal of higher education, and in the modern labour market, the importance of critical thinking to an organisation’s success is emphasised. Critical thinking is recognised as one of the tools for the formation and development of human and social capital. Nevertheless, there is a lack of evidence about the manifestation in the labour market of the critical thinking developed at institutions of higher education. This article seeks to reveal the attitude toward the importance of critical thinking in the modern labour market and toward the responsibility for developing it from the perspective of different stakeholder groups (lecturers, students, employers and employees) (the case of Lithuania). Quantitative research methodology was chosen, using a questionnaire for data collection. It was found that in both higher education and the labour market, critical thinking is treated as a developed and dynamic competence that encompasses both cognitive skills and dispositions. All of the stakeholder groups consider inference and argumentation to be the most important critical thinking skills in the modern labour market. Critical thinking dispositions such as self-confidence and fairness are the most valued. All of the stakeholder groups delegate responsibility for the development of critical thinking to the individual. In evaluating critical thinking, no divide was established between the higher education and labour market segments. The most differences in attitudes emerged in evaluating the assumption of responsibility for the development of critical thinking.

scholarly journals Critical Thinking Skills: British Parliamentary Debate System to Improve English as Foreign Language (EFL) Students’ Critical Speaking

2019 ◽  
Vol 2 (3) ◽  
pp. 429-433
Author(s):  
Sri Wahyuni ◽  
Hijjatul Qamariah ◽  
Sofyan A. Gani ◽  
Yunisrina Qismullah Yusuf ◽  
Mulyadi Syahputra
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Quantitative Research ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Private Higher Education ◽  
English As Foreign Language ◽  
Parliamentary Debate ◽  
English Speaking

Debate as one of techniques in teaching speaking has been believed can accommodate and facilitate teachers in improving students speaking skill. It is also believed that students’ critical thinking can be ignited though debate technique. This research, therefore would like to employ the debate technique of British parliamentary system in teaching speaking in order to initiate students critical thinking. This is a quantitative research by applying experimental method. The population of this study was English speaking class in private Higher Education (PTS) in Aceh and the sample were two English speaking classes in Private Higher Education in Aceh. The sample, however, were two English speaking classes in Private Higher Education in Aceh. The data of this study were gained from pre test and post test, thus the results of the test were then analyzed though statistic formula. From the analyzed data, it was showed that in sample 1, the t table was 2.145 and t-test was 6.006, in sample 2 the t table was 2.228 and t-test was 2.936. The research finding revealed that, the t-test found was higher than t-table. It can be concluded that Ho in the study was rejected that there was an improvement on students’ critical thinking skill after applying the British Parliamentary debate system.

A Compass During the Storm: Offering Students Critical Rigor for Polarizing Times

2021 ◽  
pp. 1-5
Author(s):  
Andrew M. Wender ◽  
Valerie J. D’Erman
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Civic Engagement ◽  
Political Science ◽  
Cognitive Processes ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Objective ◽  
First Year

ABSTRACT Teaching and learning in higher education is occurring, unavoidably, within the broader civic context of today’s extraordinarily polarizing political times. We seek to help students situate themselves with respect to and, above all, thoughtfully assess others’ as well as their own perspectives on issues of profound contention, without contributing to exacerbated polarization ourselves. Specifically, we offer students in our first-year exploratory political science course a vital tool—critical rigor—for navigating but not being inundated by the storm. This article discusses our experiences in teaching the course titled, “The Worlds of Politics,” as we attempt to help students deeply engage in cognitive processes of critical thinking and analysis, without undue infringement from their own—and least of all our own—personal political biases. Our focal learning objective is the cultivation of critical-thinking skills that promote students’ drawing of distinctions between advocacy and analysis, as well as their discerning civic engagement.

Fostering Critical Thinking Skills in European and Asian Higher Education Institutions

2021 ◽  
pp. 138-150
Author(s):  
Svetlana Antonova ◽  
Tatyana Pletyago ◽  
Anna Ostapenko
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Classroom Environment ◽  
Tertiary Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
University Education ◽  
Modern World ◽  
Sufficient Information ◽  
Professional Activities

There is a demand for transformation in higher education. Undergraduates need to be taught critical thinking, an essential skill that should be central to the mission of all educational institutions. Critical thinking is a key focus of academic interest among researchers in the field of pedagogy and methodology. Despite this, there is still a lack of sufficient information on approaches, methods, techniques, and means of incorporating critical thinking skills in the classroom environment at the tertiary education level. The purpose of this paper is to provide a comprehensive review of the hands-on experiences of some European and Asian universities in promoting critical thinking education using a range of academic models. The review shows that critical thinking has already been integrated into many major tertiary education programmes in both European and Asian universities. Further, majority of the academic models implemented are transferable and flexible. The results confirm that in terms of content, methods, and technologies, university education is focusing on cultivating the higher order skills necessary for innovative professional activities in modern world.

scholarly journals The Effectiveness of STEM-Based PjBL on Student’s Critical Thinking Skills and Collaborative Attitude

2021 ◽  
Vol 12 (1) ◽  
pp. 219-228
Author(s):  
Vera Rosalina Bulu ◽  
Femberianus Tanggur
Keyword(s):  
Critical Thinking ◽  
Quantitative Research ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Homogeneity Test ◽  
Test Results ◽  
Stem Learning ◽  
Learning Models ◽  
Normality Test ◽  
Support Students

PjBL and STEM learning models can overcome the lack of critical thinking skills and collaboration. Those learning models involve 4C that support students’ critical thinking skills and collaboration. This study aimed to identify the effectiveness of STEM-based PJBL models on students’ critical thinking skills and collaborative attitudes. This study was quantitative research with a descriptive method. The data had been collected using a critical thinking skills test, collaborative attitude questionnaires, and learning observation guidelines. Before performing data analysis, the researchers performed prerequisite tests consisting of the normality test, homogeneity test, variance-covariance matrix homogeneity test, N-Gain test, and effectiveness test. The basic assumption test results showed that the MANOVA test could be performed. The MANOVA test results revealed that the STEM-based PjBL learning model effectively improved students' critical thinking skills and collaborative attitudes.

scholarly journals Enhancing Critical Thinking Skills in Nursing Higher Education in Preparation for the Industrial Revolution 4.0

2021 ◽  
pp. 793-804
Author(s):  
Argi Virgona Bangun ◽  
Andria Pragholapati
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Nursing Education ◽  
Nursing Students ◽  
Creative Thinking ◽  
Industrial Revolution ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Human Potential ◽  
Educational Strategies

Nursing higher education will challenge the dynamics of the work environment in the Industrial Revolution Era 4.0 and they will compete with digital technology. Critical thinking skills as one of the basic competencies must support higher education in preparation for the industrial revolution 4.0. Exploring thinking skills makes nursing students will be trained in their punishment and analysis skills according to their knowledge. Critical thinking skills not only guide students to develop continuing skills, but also help nursing students to be motivated to create innovation in college. The aims of this review is to learn the critical skills needed in higher education to prepare for the industrial revolution 4.0 based on literature understanding. There are 6 (six) important things about Critical Thinking in nursing education in the Industrial Revolution Era 4.0, namely Definition of Critical Thinking, Why do we need to focus on critical thinking in higher education, Why is critical thinking needed in industry 4.0 preparation, Industry Innovation 4.0 and human potential to overcome environmental problems, Critical Thinking in Nursing Education, and Educational Strategies for Developing Critical Thinking in Nursing. These critical thinking skills are suitable for equipping students in higher education before they enter different workplaces. Educational strategies in developing critical thinking skills by supporting the use of questions, small group activities, role plays, debates, use of case studies, journals, simulations, puzzles, problem solving and writing assignments. Nursing students who think critically in line with creative thinking and innovation will be useful to survive in the dynamics of the industrial revolution 4.0 and beyond in the world of the future.     Keywords: Critical Thinking, Nursing Higher Education, Industrial Revolution 4.0

Watching TV News

2015 ◽  
pp. 271-290
Author(s):  
Joseph Albert Cernik
Keyword(s):  
Higher Education ◽  
Public Policy ◽  
Critical Thinking ◽  
Television News ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Policy Issues ◽  
Tv News ◽  
Watching Tv ◽  
Vanderbilt University

This chapter focuses on the shortcomings of learning about complex policy issues from television news. The chapter uses the Vanderbilt University Television News Archive website to examine issues raised and not raised by television news, as well as the duration of time spent on issues by news shows. Examining the limitations of television news' ability to present and address complex public policy issues serves as a means to focus on critical thinking in the higher education setting. Two public policy issues are explored in this chapter, Constitutional interpretation and the Affordable Care Act, sometimes referred to as ObamaCare, as the means to show how limited television news is regarding presenting the often frustrating aspects of complex policy issues. Several methods used by the author to help students apply critical thinking skills are discussed. The results of these methods are also addressed.

Accumulation of Content Validation Evidence for the Critical Thinking Self-Assessment Scale

2017 ◽  
Vol 25 (1) ◽  
pp. 156-170 ◽  
Author(s):  
Girija Gopinathan Nair ◽  
Laurie-Ann M. Hellsten ◽  
Lynnette Leeseberg Stamler
Keyword(s):  
Critical Thinking ◽  
Content Validity ◽  
Cognitive Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Assessment Instrument ◽  
Assessment Scale ◽  
Monitoring Methods ◽  
Self Assessment ◽  
Content Relevance

Background/Purpose: Critical thinking skills (CTS) are essential for nurses; assessing students’ acquisition of these skills is a mandate of nursing curricula. This study aimed to develop a self-assessment instrument of critical thinking skills (Critical Thinking Self-Assessment Scale [CTSAS]) for students’ self-monitoring. Methods: An initial pool of 196 items across 6 core cognitive skills and 16 subskills were generated using the American Philosophical Association definition of CTS. Experts’ content review of the items and their ratings provided evidence of content relevance using the item-level content validity index (I-CVI) and Aiken’s content validity coefficient (VIk). Results: 115 items were retained (range of I-CVI values = .70 to .94 and range of VIkvalues = .69–.95; significant atp< .05). Conclusion: The CTSAS is the first CTS instrument designed specifically for self-assessment purposes.

scholarly journals Rural Student Analysis : Correlation Science Process Skills and Critical Thinking at a State Senior High School in Jambi Province

Ta dib ◽  
2021 ◽  
Vol 24 (2) ◽  
pp. 47
Author(s):  
Darmaji Darmaji ◽  
Astalini Astalini ◽  
Dwi Agus Kurniawan ◽  
Wita Ardina Putri
Keyword(s):  
Critical Thinking ◽  
Quantitative Research ◽  
Sample Selection ◽  
Sampling Technique ◽  
Female Gender ◽  
Total Sample ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Process Skills ◽  
Science Process Skills

Science process skills and critical thinking skills are skills and abilities that must be possessed by students. So the purpose of this study is to determine the science process skills and students' critical thinking skills in the physics learning process in terms of female gender and male gender. In addition, the purpose of this study is to see how the differences and the relationship between science process skills and students' critical thinking skills are. This type of research is quantitative research with an experimental research design. The population of this study itself is the students of SMAN 6 Batanghari with a total sample of 101 people from class XII IPA1, XII IPA 2 and XII IPA 3. The sample selection technique used is total sampling technique. The instruments used in this study were observation sheets and critical thinking test instruments and interest questionnaire. The data analysis technique used is descriptive statistics and inferential statistics, Correlation hypothesis testing. The results of this study are both science process skills and students' critical thinking skills are in the good category. However, the dominant gender is women who are in the good category with a percentage of 57.6% and men in the good category with a percentage of 51.9%. Meanwhile, for students' critical thinking skills, women were in a good category with a percentage of 59.8 and men in a good category with a percentage of 47.3. There are differences in science process skills and critical thinking skills between men and women. And there is a relationship of 0.357 between science process skills and students' critical thinking skills.

scholarly journals Examining the Influence of Culture on Critical Thinking in Higher Education

2021 ◽  
Author(s):  
◽  
Vivian Miu-Chi Lun
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
New Zealand ◽  
Cultural Difference ◽  
Thinking Skills ◽  
Language Ability ◽  
Critical Thinking Skills ◽  
European Students ◽  
The Difference ◽  
Critical Thinking Instruction

<p>In the midst of an increasingly changing world, the ability to think critically has become a crucial attribute expected of university graduates. However, the endorsement of critical thinking in higher education has been challenged by the growing cultural diversity in university classrooms. Concerns about Asian students' lack of critical thinking and the appropriateness of critical thinking instruction in international education have been raised by teaching professionals. The present dissertation sought to understand the influence of culture on the teaching and learning of critical thinking in higher education. Chapter 2 presented a study examining the instructional contexts of Hong Kong and New Zealand. It was found that similar assessment methods were employed in the university courses in both cultures, but university courses in Hong Kong placed more emphasis on knowledge development whereas those in New Zealand explicitly described critical thinking in the course objectives. Chinese international and New Zealand European postgraduate students were individually interviewed to investigate the exact influence of cultural-educational contexts in Asia and New Zealand on university students' conception and practice of critical thinking (Chapter 3). Both samples of students held similar conceptions of critical thinking, but reported differences in their socialization experiences regarding the practice of critical thinking in their respective cultures. Specifically, stronger inhibition on students' practice of critical thinking was noted in Asia than in New Zealand. In Chapter 4, two studies that investigated the differences in critical thinking skills between Asian and New Zealand European students are presented. In both studies, New Zealand European students were found to perform better than their Asian counterparts on an objective measure of critical thinking skills. The difference was explained by students English language ability but not cultural factors such as cultural differences in cognitive styles or behavioral adoption of New Zealand culture. It was suggested that observed cross-cultural difference in critical thinking skills is related more to language ability rather than cultural variables. A significantly positive relationship between critical thinking skills and academic performance was found, and the relationship was not significantly different between Asian and New Zealand European student samples (Chapter 5). The relationship was also not different as a function of students' adoption of New Zealand culture, indicating that pedagogy with an emphasis on critical thinking is similarly applicable to both Asian and New Zealand European students. Overall, the present findings indicated that culture has an important influence on students' practice of critical thinking. Although there is cross-cultural difference in critical thinking skills between Asian and Western student samples, the difference appears to be related more to language ability rather than cultural factors. The present thesis provided empirical evidence to show that culture influences the educational practice of critical thinking, but the influence of culture does not necessarily impede the application of critical thinking instruction in international classrooms. With appropriate adaptation, critical thinking instruction can be beneficial to the intellectual development of students regardless of their cultural backgrounds.</p>

scholarly journals Critical Thinking in the EFL Workshop on War: A Case Study

2020 ◽  
Vol 2 (4) ◽  
pp. 201-214
Author(s):  
Maja Mandic
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Basic Principles ◽  
Sensitive Issue ◽  
Linguistic Skills

This article presents a small case-study of an EFL workshop class on war, organized following the basic principles of critical thinking and content-based teaching. The development of critical thinking skills is one of the priorities of higher education, especially when discussing a sensitive issue, so the workshop was organized around the topics of war and memory. The students were given individual research assignments to prepare in advance, which they presented in the workshop. The teacher was only a moderator as the students were responsible for their presentations and discussion. The outcomes of this process are presented in the article, focusing on the students’ delivery of their assignments. Based on the teacher’s observations and students’ responses to the workshop, it can be concluded that it was possible to combine some of the fundamentals of critical thinking with those of content-based teaching for this class. The article discusses how the students benefited from the class in terms of acquired knowledge, linguistic skills and motivation. It also outlines the challenges of organizing the workshop and dealing with the sensitive topic of war. The article proposes practices which could be used to improve the observed positive aspects and to remedy the negative ones.

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