“…The literature in this vein makes evident that the cognitive capacity for critical thinking, highlighted across disciplines as the essential learning outcome in higher education, is insufficient if our aim is that students become able to make responsible decisions and act on their judgment. Such capacities require combining critical thinking with practical and moral considerations (Colby & Sullivan, 2008;McEwen & Trede, 2016;Solbrekke et al, 2016), and it requires nurturing the will to engage with and influence future discourses, practices, and institutions (Colby & Sullivan, 2008;Fremstad, 2016;Solbrekke & Sugrue, 2020). In this regard, existing studies highlight the need for a vocabulary to address 'learning about broader moral, political, and cultural issues in higher education' (Sutphen & de Lange, 2015, p. 411) and to build 'conceptual bridges between understandings of the societal and political context of higher education, epistemological enquiry, and discussions on teaching and learning' (Malcom & Lukas, 2001, p. 38).…”