Moroccan EFL High School Teachers' Attitudes and Perceptions towards Critical Thinking Skills: Kenitra's Directorate as a Case Study

Abstract

Critical thinking, as a 21st century skill, has become a pertinent skill in modern education. Critical thinking was first debated by Greek philosophers, namely Plato and Socrates. Moroccan educators believe that critical thinking needs to be included in educational curricula. Within this framework, the aim of this study is to investigate Moroccan EFL teachers’ perceptions and attitudes towards critical thinking skills in Moroccan school. The sample of the study consisted of 25 male and female EFL teachers who filled out an adopted questionnaire in Moroccan public schools, specifically in Kenitra’s directorate in the academic year 2022/2023. This study is categorized within the pragmatic worldview. It adopts a mixed-methods design that implements both quantitative and qualitative techniques to gather and analyse data. This research’s philosophy choice is based on a justified and grounded theory. Quantitative and qualitative data obtained from 55 EFL teachers from different high schools that belong to Kenitra’s directorate have been completely used to investigate and explore EFL teacher’s perceptions and attitudes towards Critical Thinking significance in Moroccan high schools. Findings show that Moroccan teachers perceive critical thinking as of paramount significance in EFL classrooms. Clearly, respondents literally held positive attitudes towards critical thinking skills. Yet, they believe that teachers should receive more training in this regard, and EFL textbooks need to include tasks and activities that stimulate students to learn the core skills of critical thinking. This study has many pedagogical implications, among which are the indoctrination of critical thinking skills in students and the assurance of quality education at the tertiary level.