Critical Thinking Instruction in UK University Political Science Courses: Its Application and Impact on Students’ Political Analysis Skills

Abstract

This paper investigates the implementation and impact of critical thinking instruction in political science courses across UK universities. Utilizing a mixed-methods approach, the study evaluates how critical thinking is integrated into curricula and its effects on students’ political analysis skills. Surveys, interviews, and classroom observations were conducted with students and instructors from ten diverse universities. Findings indicate significant improvements in students’ abilities to analyze arguments, evaluate evidence, and engage in political discourse following critical thinking instruction. Pedagogical strategies such as debates, problem-based learning, and reflective writing were identified as effective, although challenges such as resource limitations and student resistance were noted. Theoretical implications are discussed, emphasizing cognitive and constructivist learning theories. Practical recommendations are offered for educators and policymakers to enhance the integration of critical thinking in political science education. This study contributes to the discourse on educational best practices and underscores the importance of critical thinking in preparing informed and capable political science graduates.