Enhancing Critical Thinking in China's Virtual Learning Environments: Developing a Model for University Education

Abstract

The incorporation of Virtual Learning Environments (VLEs) into higher education in China is a big step toward improving critical thinking among university students, a key ability in the digital era. This study indicates a research need to assess the usefulness of virtual learning environments (VLEs) in teaching critical thinking after COVID-19. A comprehensive literature review was conducted to investigate the influence of VLE features on critical thinking and analyze students' views of enabling aspects, with 85 papers narrowed down to 35 for further research. The findings show that both educational interventions and psychological features inside virtual learning environments have a substantial impact on critical thinking growth. The discussion focuses on the delicate link between VLE features and critical thinking development, emphasizing the need for pedagogical practices that successfully use technology for educational progress. Implications for educators and policymakers include a purposeful integration of VLEs to create a favorable learning environment for critical thinking. The conclusion emphasizes VLEs' potential to revolutionize educational practices and calls for more study to enhance digital learning platforms for critical thinking growth across a variety of educational situations.