Trends in critical thinking instruction in 21st-century research and practice: Upgrading instruction in digital environments

Abstract

The aim of the present literature review is to provide a glimpse of how CT instruction has been conducted in 21st-century research and practice and its potential pathways of development in the digital world. Critical thinking (CT) has become a crucial competence in 21st-century society. Prior research and renowned experts have recommended explicit CT instruction to impact students' CT effectively. However, these voices have had little influence in practice. Empirical studies on instructional interventions in the field of CT have been increasing, showing little discrepancy regarding effective practices for CT instruction, which mostly refer to active learning and student-centered methods. Specifically, dialogue-based activities, authentic instruction, mentoring, and individual learning (Abrami et al., 2015). However, there are gaps that CT instruction still leaves in research and practice. Important facets of the concept are neglected, which include synthesis/creativity, dispositions, and ethical and civic dimensions. Modern society poses challenges and demands calling for these, and a broader perspective of CT along with new technologies applied to instruction can contribute to meeting them. Accordingly, online learning environments emerge as a novel and powerful means of CT instruction in this digital era. New directions in CT instruction in the digital ecosystem are discussed.