Abstract
This study examines whether critical pedagogy makes a difference in the tourism undergraduate program and its contributions to students' academic and social lives. The study was conducted with 31 students who took the critical thinking course and participated in the research voluntarily. Semi-structured question forms, observation notes, student assignments, and midterm and final exams were determined as data collection tools. The study was carried out step by step, and the course configuration was reconstructed after each data analysis. By comparing the pre-course situation, course stages, and academic development at the end of the course, information on how to apply critical thinking in tourism undergraduate education is included. In this respect, it is thought that the study will make significant contributions to tourism literature.
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