| Title: |
Critical Thinking in the Classroom: Faculty Perspectives and Practices |
| Language: |
English |
| Authors: |
J. Silva; J. Edmond; C. Jauregui |
| Source: |
Journal of Education and Learning. 2025 14(3):1-20. |
| Availability: |
Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel |
| Peer Reviewed: |
Y |
| Page Count: |
20 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research; Tests/Questionnaires |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Critical Thinking; Teaching Methods; Teacher Attitudes; Evaluation Methods; College Faculty; Higher Education; Teacher Surveys; Taxonomy; Thinking Skills; Student Motivation; Definitions; Student Evaluation; Undergraduate Students; Teacher Characteristics |
| ISSN: |
1927-5250; 1927-5269 |
| Abstract: |
This research paper explores critical thinking in higher education from the instructors' perspective. A customized survey examined how educators perceive, integrate, and evaluate critical thinking within their courses. Using Bloom's Taxonomy, analysis, and discussion will focus on the views of faculty from various disciplines in a midsize southeastern university on critical thinking and teaching. The study found that faculty believes they are incorporating critical thinking in their courses and that critical thinking is an essential skill; at the same time, they believe critical thinking is not happening in their classroom. Students' lack of motivation and understanding of what critical thinking is and how to assess it are some barriers laid out by faculty to justify why they have difficulties incorporating it in the classroom. The lack of a consensus on a definition and not having a standardized assessment tool make the issue even more difficult. In addition, faculty also believe that lack of training and time are significant contributors to worsening the problem. In conclusion, a clear definition of critical thinking and how it should be taught and assessed is needed. In addition, faculty need time and support to develop and integrate critical thinking skills into their teaching. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1473653 |
| Database: |
ERIC |