Reconsidering critical thinking: findings from a qualitative Delphi study

Abstract

ABSTRACT Critical thinking encapsulates contested ground due to variable definitions and means of assessment for this construct. This paper highlights findings from an international qualitative Delphi study that examines social work faculty members’ understanding of critical thinking within social work education. The themes identified via thematic analysis support a reconsideration of the concept of critical thinking to a more holistic, iterative process that is shaped and framed by epistemological and pedagogical influences of both educators and students. Findings provide some direction to support curriculum design and pedagogical approaches to foster and promote critical thinking in social work and the higher education sector more broadly.