Think Christianly, Think Critically: Faith-Learning Integration, Critical Thinking, and Perceived Importance of Worldview Development among Students in Christian Higher Education

Abstract

Using a quantitative research design, this study examined the patterns of growth in select faith-learning integration outcomes—critical thinking and perceived importance of worldview development—and the college environments and experiences influencing such growth over four years of college among students attending Christian colleges and universities. Findings show that students at Christian colleges and universities generally report “growth/development” or “positive change” in their critical thinking and perceived importance of worldview development over the college years. Findings also identified some Christian college environments and experiences that enhance positive change in critical thinking and perceived importance of worldview development.