Cultivating Critical Thinking Amongst University Graduate Students

Abstract

The importance of critical thinking in 21st century knowledge economy is no longer disputable. Yet, its cultivation amongst learners remains a challenge - even to the most accomplished teachers. This chapter examines the perceptions of critical thinking held by faculty members of a university's college of education in Uganda. The study findings reveal that faculty members have different perceptions of what critical thinking is, its importance, and how it is cultivated amongst graduate students. Additionally, the faculty reported several challenges while cultivating critical thinking among students. It was thus concluded that the differences in faculty members' perceptions of critical thinking were responsible for its inadequate cultivation amongst students, other factors notwithstanding. Therefore, the study recommends for the formal inclusion of critical thinking in the curricula of graduate programs in order to strengthen its cultivation among students.

Critical Thinking Instruction Incorporated in Cross-Cultural Communication Course Design: A Needs Analysis Report Based on Voices of Chinese International College Undergraduates

“…Significantly, via the inclusion of CT training in the cross-cultural communication course, Chinese international students are more likely to adopt and apply topic knowledge to real-world circumstances and to be inspired to express themselves in a more innovative and constructive manner. Overall, a need exists for specifically aimed professional development for educators over the domain of critical thinking skills that includes a theoretical base, affirmation of the fundamental elements of critical thinking, and empirical evidence that teachers can employ to better comprehend the concept of critical thinking in a broad sense and critical thinking techniques in classroom instruction for learners in particular (Onen, 2021;Masaeid, 2020;Erkens et al, 2018;Cobbinah, 2017). Last but not least, if teachers appreciate critical thinking in depth, then not only can we convey the concept clearly to our students, but we can also utilize it to offer purpose and direction to nearly everything we undertake as both educators and learners under any academic scenario.…”

“…Additionally, this act of thinking confers power on the individual over their own mental structures, enabling them to be shaped based on their own intellectual levels (Paul & Elder, 2019;Mahajan & Singh, 2017). While all CT-related specialists have made significant efforts to determine the effect of CT on an individual's academic learning, Asian students have been criticized for a lack of critical thinking abilities both in school and in the workplace after graduation (Onen, 2021;Nauman, 2017;Febriana et al, 2017). In other words, unless CT ability is promoted as a critical component of teacher-led course teaching, students may not have an equitable chance to acquire it.…”

“…The guidelines must be implemented to ensure that the conclusion reached through the use of critical thinking is legitimate and intelligible. In addition to research, interpretation, and evaluation, critical thinking includes other fundamental processes (Onen, 2021;Masaeid, 2020). An investigation is undertaken to uncover relevant evidence or locate sufficient relevant information to address the issue's major questions (Masaeid, 2020;Erkens et al, 2018).…”

Transforming Teachers’ Instructional Design for Enhancing Critical Thinking in Ugandan Schools

“…Teaching how to teach critical thinking in the Ugandan context is even more challenging when we consider that the in-service teachers, despite their academic experience, have never been exposed to methods that foster higher-order thinking skills, and they do not have a clear understanding of such constructs as critical-thinking skills (Giacomazzi, Fontana, et al, 2022;Onen, 2019). Thus, understanding how to teach Ugandan teachers how to nurture critical-thinking skills in their classrooms becomes an urgent and challenging endeavour.…”

Critical Thinking and Higher Education: A Historical, Theoretical and Conceptual Perspective

“…Even employers in Uganda are looking for employees who can use critical thinking skills to solve problems effectively (Alfonsi et al, 2017;Nakirijja et al, 2020;Magelah & Ntambirweki-Karugonjo, 2014). As such, institutions of higher learning are paying closer attention to teaching critical thinking in their learners, before they go out to the world in search for employment (Onen, 2019; Makerere University Learning and Teaching Policy).…”