Abstract
This study examines Moroccan EFL university professors’ understanding of critical thinking and their perceptions of its importance in higher education. Addressing a gap in existing research, the study explores how professors define CT and evaluate its role in the teaching-learning process. Data were collected from 100 professors through an open-ended questionnaire and analysed using thematic analysis. The results show that professors view CT as vital for fostering independent thought, improving problem-solving skills, and preparing students for real-world challenges. The study highlights the importance of critical thinking in promoting active, reflective learning and concludes that it is a critical component of higher education, with implications for teaching practices and curriculum development.
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