Abstract
This study aims to uncover university EFL teachers’ perceptions regarding the barriers to implementing critical thinking in higher education. Due to the scarcity of previous studies in the Moroccan context, understanding the challenges that prevent critical thinking from being implemented effectively requires recognizing the difficulties that EFL teachers encounter in the process of its integration. This study was conducted with a qualitative design. Specifically, data were collected using semi-structured interviews with university EFL professors affiliated with different faculties and higher education institutions in Morocco. Interview data was analyzed by deploying thematic analysis. Results indicate that university EFL teachers consider four factors to be the main challenges of implementing critical thinking in higher education. These factors include students, cultural, educational, and class size-related constraints. Furthermore, the interviews’ results provide feasible suggestions to overcome critical thinking barriers in Moroccan higher education.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal For Multidisciplinary Research
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
