Abstract
The study focused on assessing critical thinking (CT) dispositions among Chinese undergraduate students using the CCTDI-CV. Results showed neutral CT dispositions among students at a top university in China, with factors like gender, grade level, extracurricular activities, Research Program participation, time spent on activities, and mentor supervision influencing CT disposition. Interviews with faculty, students, and administration officials helped identify these factors' impact on students' CT disposition. Recommendations included emphasizing CT development, incorporating active teaching methods, integrating active learning in education, and ensuring systematic support for CT cultivation. The study aimed to enhance students' CT abilities through targeted strategies tailored to the university context.
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