University students’ entrepreneurial intention (EI) is a key focus of entrepreneurship education and policy, especially in China’s context of promoting innovation-driven development. This study explores how critical thinking disposition (CTD), positive psychological traits (PPT), and entrepreneurial self-efficacy (ESE) jointly influence EI. Using structural equation modeling and latent variable interaction analysis, Study 1 surveyed vocational college students and found that CTD significantly predicted EI, without PPT moderating this effect. Study 2, conducted with undergraduate students, introduced ESE as a mediator. Data analysis using bootstrapping procedures revealed that CTD predicted ESE, which in turn predicted EI. The interaction between CTD and PPT also significantly predicted ESE, supporting a moderated mediation model. This research contributes to the entrepreneurship literature by uncovering the synergistic cognitive-psychological mechanisms driving EI. The findings provide a novel theoretical framework and practical insights for entrepreneurship education, highlighting the necessity of simultaneously cultivating cognitive skills and psychological resources to enhance students’ entrepreneurial potential.

ABSTRACT Research usually ignores how teachers actively build their own technology skills. Using Social Cognitive Theory's Agentic Perspective, this study examines how pre-service teachers develop their AI self-efficacy through their own actions. Specifically, it investigates whether critical thinking disposition functions as a mediator or a moderator in the relationship between self-regulation behaviors and AI self-efficacy beliefs. A predictive correlational cross-sectional survey design was employed, gathering data from 535 pre-service teachers in Türkiye. Participants completed validated scales measuring self-regulation, critical thinking disposition, and AI self-efficacy. The data were analyzed using hierarchical multiple regression to test the hypothesized mediation and moderation pathways. Results showed that critical thinking's role as a moderator substantially outweighed its mediator function. This indicates that self-regulation's agentic power to build AI self-efficacy is critically dependent on the underlying cognitive factor of critical thinking. Findings suggest that self-regulation's relationship with AI self-efficacy is conditional on critical thinking levels, indicating that behavioral and cognitive factors interact in efficacy development. The effectiveness of self-regulation in developing AI self-efficacy is amplified by the individual's critical thinking disposition.

In basketball education, the development of decision-making ability is a critical determinant of performance, complementing students’ acquisition of technical skills and tactical knowledge. Accordingly, enhancing learners’ comprehension of diverse offensive and defensive strategies constitutes a central pedagogical aim in cultivating decision-making competence. Prior research suggests that flipped learning (FL) environments afford students expanded opportunities for basketball practice. Pre-class videos and digital resources, in particular, are frequently used to support the self-regulated learning of technical skills and tactical concepts. However, students’ decision-making in dynamic game situations remains constrained by the fixed visual perspectives typically provided in conventional instructional videos. Furthermore, heavy reliance on instructor guidance and feedback during in-class activities may limit the development of learners’ independent analytical reasoning and autonomous judgment. Collectively, these constraints may hinder the progression of higher-order cognitive abilities, including problem-solving, critical thinking, and decision-making. To address these challenges, the present study introduces a Spherical Video-Based Virtual Reality Flipped Learning approach (SVVR-FL), which is designed to enable students to observe game scenarios from multiple viewpoints and complete corresponding problem-solving tasks. Within this framework, students engage in group-based identification of basketball strategies to enhance their situational tactical decision-making competence. A quasi-experimental design was employed, involving 70 university students enrolled in two basketball courses. Participants were assigned to two groups: 33 students in the SVVR-FL group and 37 students in the traditional FL group. Interview data indicated that the SVVR-FL approach yielded broader pedagogical benefits, which included not only cognitive gains but also enhanced collaborative engagement and deeper situational tactical reasoning. While the traditional FL approach was similarly linked to improvements in learning outcomes, its impact appeared more narrowly focused on individual-level cognitive development. Furthermore, quantitative analyses demonstrated that the SVVR-FL approach significantly outperformed traditional FL in enhancing students’ situational tactical decision-making performance. No significant effects were observed, however, on critical thinking or problem-solving dispositions.

Critical thinking is a core goal of medical education, underpinning clinical decision-making and scientific innovation. This study evaluates the current status of the disposition toward critical thinking among postgraduate medical students who intend to pursue careers in clinical practice, research, or public health leadership, and identifies factors associated with its variability. Using convenience and snowball sampling, we conducted a cross-sectional survey using the Short-Form Critical Thinking Disposition Inventory-Chinese Version (SF-CTDI-CV). Participants were medical postgraduate students from 16 universities in China, including Sichuan University, Chongqing Medical University and so on. Univariate analyses and multivariable linear regression with stepwise selection were carried to evaluate associations between SF-CTDI-CV scores and demographics, academic engagement, and training exposures. The mean SF-CTDI-CV score was 81.8 (SD = 11.44; possible range: 18-108), indicating a generally positive disposition among the participants. Multiple regression analysis revealed that several factors significantly influence critical thinking disposition, including extracurricular reading time, academic ranking, papers read in depth per week, working hours, pre-enrollment background, participation in innovation and entrepreneurship competitions, attendance at academic conferences, Only-child status and frequency of research presentations (model R2 = 0.102). Subgroup comparisons indicated that students who are only children, have professional or research experience, and possess a science background tend to achieve higher scores in critical thinking disposition assessments. In this study, the Chinese SF-CTDI-CV was used to measure critical thinking disposition. The mean score of 82 (out of 108) indicates a generally positive disposition toward critical thinking among participants. Extracurricular reading time, academic ranking, and research engagement (including papers read, conference attendance, and research presentations) were independently associated with disposition scores. These findings suggest that educational strategies promoting deep reading, research involvement, and academic discussion may help foster critical thinking disposition in postgraduate medical education.

Research suggests that technicians are teaching within their role: my study recognizes this learning as both critical and reflective. Structured around a hybrid methodology, including conversation, observation of the making stage, and interviews, the research captures the level of teaching and learning between an arts-based technician and sixteen students. The research shows that critical reflection occurs prior to the making process, during the ‘doing’ stage when reflection-in-action occurs, through material thinking and after the making process, during self-reflection. A critical thinking disposition and reflection gauge was created to identify themes and patterns, resulting in thematic analysis of the data. These interactions within the creative process highlight that much of the technical pedagogy occurs through material thinking or thinking through materials. By understanding the level of engagement, between technician and a student, we gain knowledge on this interaction and the level of teaching and learning occurring. Recognising this could lead to developments within the students’ methods of learning within practice.

Critical Thinking Disposition, Proactivity in Problem Solving, and Clinical Competence of Nursing Students in a Certain Region

Evidence-based nursing practice requires strong academic literacy (AL) and critical thinking (CT) skills, yet the link between these two competencies has not been adequately explored. This study aimed to assess nursing students' AL and CT levels and to examine the relationship between them. A descriptive and correlational design was used with 120 nursing students. Data was collected using a Socio-demographic Information Form, the Academic Literacy Scale (ALS), and the Critical Thinking Disposition Scale (CTDS), and analyzed through descriptive statistics and correlation analyses. Students' mean ALS score was 86.54 (SD = 9.54), and the mean CTDS score was 3.85 (SD = 0.56). AL was strongly correlated with CT disposition (r = .641, p < .01). Regression analysis indicated that CT disposition explained 41% of the variance in AL (R2 = .410). Critical thinking significantly predicts academic literacy, underscoring the need for educational strategies that foster both skills.

Critical thinking defined as purposeful, self-regulatory judgment involving interpretation, analysis, evaluation, inference, explanation, and self-regulation has become an indispensable competency for higher secondary and undergraduate students facing complex, ambiguous, and rapidly evolving socio-economic and technological challenges. Traditional lecture-based, rote-learning models often fail to cultivate these higher-order skills, prompting a global shift toward active learning pedagogies that engage students directly in constructing knowledge through inquiry, collaboration, and reflection. This review synthesizes evidence-based active learning strategies proven effective in fostering critical thinking across disciplines: problem-based learning (PBL), case-based learning, collaborative learning (think-pair-share, jigsaw, team-based learning), inquiry-guided and project-based approaches, flipped classrooms, Socratic seminars, debate and structured controversy, reflective journaling, and metacognitive training. Empirical studies demonstrate consistent gains in critical thinking disposition and skills (measured via CCTST, CCTDI, Watson-Glaser, and rubric-based assessments), with effect sizes ranging from moderate (d = 0.4–0.7) to large (d &gt; 0.8) when activities are well-designed, scaffolded, and aligned with explicit critical thinking objectives. Benefits are amplified by instructor facilitation, formative feedback, rubrics emphasizing reasoning quality, and integration of real-world problems. Challenges include time constraints, large class sizes, student resistance to discomfort, unequal participation in group work, and assessment validity. Practical recommendations include hybrid models blending active strategies with direct instruction, use of digital tools (collaborative platforms, AI-assisted reflection), and professional development for faculty in active-learning design and facilitation. Active learning emerges as a high-impact, evidence-supported pathway to equip students with the analytical, evaluative, and creative reasoning skills essential for academic success, professional competence, and engaged citizenship in the 21st century.

HRMARS - This study aims to explore the mechanisms between cognitive flexibility, critical thinking disposition, and problem-solving ability among design major students at private universities in Shaanxi Province, China. The research is driven by the current challenges in design education, where students face rigid thinking, insufficient innovation, and weakened problem-solving abilities. The study addresses the question of how cognitive flexibility directly influences problem-solving ability, and whether critical thinking plays a mediating role in this process. The research employs a quantitative approach, using a cross-sectional survey design, with a stratified random sample of 268 design major students from five private universities in Shaanxi Province. The revised scales for cognitive flexibility, critical thinking, and problem-solving ability are used as measurement tools, with standardized procedures for survey distribution and data collection. Data analysis is conducted using SPSS software, including regression analysis and Bootstrap mediation tests. The results show that cognitive flexibility significantly predicts both critical thinking and problem-solving ability, and that critical thinking partially mediates the relationship between cognitive flexibility and problem-solving ability. This study not only enriches the theoretical explanation of cognitive and thinking structures in design education contexts, but also provides empirical evidence for curriculum reform and the development of higher-order abilities in higher education. According to metacognitive theory (Flavell, 1976), individuals optimize their thinking and problem-solving by self-awareness, monitoring, and regulating their cognitive processes. In the study results, cognitive flexibility significantly predicts critical thinking and problem-solving ability, which aligns with the core principle of metacognitive theory: when students possess higher cognitive flexibility, they are able to quickly adjust their thinking approaches when facing complex tasks, shifting between different cognitive frameworks and information sources. This not only helps generate innovative solutions but also enhances their critical thinking abilities. Future research should integrate multi-source data (e.g., student, teacher, and course evaluations) to more comprehensively examine the relationships among cognitive flexibility, critical thinking, and problem-solving ability among design majors at private undergraduate institutions.

From film to simulation: Mixed-methods study of learner-driven artificial intelligence-generated ethical dilemma scenarios and role-play to enhance ethical competence in nursing students.

This study aimed to identify patient safety culture, patient safety attitude, critical thinking disposition and patient safety management activities among nursing students, and to determine the factors influencing patient safety management activities. The findings are intended to provide fundamental evidence for the development of educational programs to enhance patient safety competence. This descriptive study was conducted with 85 nursing students enrolled at a university located in a local region. Data were collected using self-reported questionnaires and analyzed with SPSS version 29.0. Descriptive statistics, t-test, ANOVA, correlation analysis and stepwise multiple regression analysis were performed. The mean score (out of 5 points) were 4.11 for patient safety culture, 4.41 for patient safety attitude, 4.08 for critical thinking disposition, and 4.62 for patient safety management activities. Patient safety management activities showed significant positive correlations with patient safety culture(r=.488, p&lt;.001), patient safety attitude(r=.549, p&lt;.001), and critical thinking disposition(r=.543, p&lt;.001), The major influencing factors on patient safety management activities were critical thinking disposition and patient safety attitude, which together explained 37.0% of the variance. The findings suggest that specific and practical educational programs and interventions should be developed to enhance nursing students’ patient safety management activities by strengthening their patient safety attitudes and critical thinking disposition.

Background/Objectives: Mental health challenges are increasingly prevalent among higher education students, with significant implications for academic success and personal development. Emerging research suggests that critical thinking dispositions may support psychological well-being by enhancing resilience and adaptive coping. This study aimed to investigate the relationship between critical thinking dispositions and psychological well-being and to identify key sociodemographic predictors in this context. Methods: A cross-sectional design was employed from December 2024 to May 2025, recruiting 429 students from Portuguese higher education institutions via convenience sampling. Participants completed validated self-report measures: the Critical Thinking Dispositions Scale (CTDS) and the Psychological Well-Being Scale (PWBS), assessing seven critical thinking dispositions and six well-being dimensions, respectively. Sociodemographic data were also collected. Descriptive statistics, independent t-tests, one-way ANOVA, Pearson correlations, and hierarchical multiple regression were used for data analysis. Results: Students demonstrated moderate to high levels of critical thinking and psychological well-being, with higher scores associated with increased age and academic progression. Significant positive correlations were identified between critical thinking dispositions and all well-being dimensions; personal growth, purpose in life, and autonomy exhibited the strongest associations. Regression analysis revealed that confidence in reasoning, cognitive maturity, and open-mindedness were significant predictors of psychological well-being, explaining 28.7% of the variance. Conversely, inquisitiveness showed a negative association with psychological well-being in the multivariate model, an unexpected finding that warrants cautious interpretation and further investigation. Conclusions: Critical thinking dispositions reflect affective tendencies and habitual ways of engaging with thinking. These dispositions appear to protect psychological well-being in higher education students. Integrating the development of emotional awareness and reflective thinking into curricula may therefore foster resilience and academic success. Further longitudinal research is needed to explore causal mechanisms and intervention efficacy in broader academic contexts.

Abstract Critical thinking, self-efficacy, mindfulness, and flourishing are crucial for individuals’ psychological well-being. Although studies examine the relationships between critical thinking and mental health, research showing how this relationship manifests in university students is limited. This study investigates the mediating role of self-efficacy and mindfulness in the effect of critical thinking on flourishing among university students. The study involved 403 university students. Data were collected using the critical thinking disposition scale, general self-efficacy scale, mindfulness scale, and flourishing scale. The data were analyzed using Structural Equation Modeling (SEM). The findings showed that critical thinking positively affected flourishing (β = 0.82). Additionally, self-efficacy (β = 0.30) and mindfulness (β = 0.11) partially mediate the relationship between critical thinking and flourishing, as the direct effect of critical thinking remained significant even after including these mediators. This study highlights the importance of critical thinking, self-efficacy, and mindfulness in the flourishing levels of university students. It is recommended that universities implement holistic programs that develop students’ critical thinking, strengthen their self-efficacy beliefs, and encourage mindfulness practices. This approach could effectively enhance students’ psychological well-being and academic success.

Recently, social media addiction (SMA) has increased globally. Like other addictions, it can have detrimental effects on individuals. Despite growing concerns, limited research has explored the relationship between SMA and critical thinking (CT) and the mechanisms underlying this connection. Therefore, this study investigated this relationship by focusing on executive function (EF) as a potential mediator. A survey using the Internet Addiction Test-Social Networking Sites (IAT–SNS) version, Critical Thinking Disposition, and Behavior Rating Inventory of Executive Function—Adult Version (BRIEF-A) was conducted with 307 Iranian young adults aged 18 to 40 years (M = 23.35, SD = 4.45; 72.6% female). The findings revealed a significant positive association between executive dysfunction and SMA and a significant negative association between executive dysfunction and CT. Structural equation modeling indicated no direct correlation between SMA and CT; rather, the relationship was mediated by EF, with only the indirect effects via EF being statistically significant. These results suggest that executive dysfunction acts as a risk-enhancing mediator in the relationship between SMA and CT. Further experimental studies are required to gain a more comprehensive understanding of these associations. Interventions should be developed to mitigate the negative effects of SMA on EF and CT.

Dialogic teaching pedagogy (DTP) fosters more dynamic and interactive learning processes. Recognizing its growing importance, this study examined the effects of DTP on students’ critical thinking dispositions (CTD) in teaching reading comprehension within the Ethiopian EFL context. A quasi-experimental, non-equivalent pretest–posttest design was employed with 94 sixth-grade EFL students from intact groups. The intact groups were selected based on their pretest scores. The sections were randomly assigned to experimental (n = 48) and control (n = 46) groups. The Critical Thinking Disposition Inventory (CTDI) was administered before and after the intervention, complemented by systematic classroom observations and semi-structured interviews. The experimental group’s CTD mean scores (M = 3.57, SD = 0.625) is higher than the control group (M = 2.85, SD = 0.293). The t-test results were t = -6.296, df = 47, and p &lt; 0.001, indicating a significant mean difference between the two groups with CTD. There was also a large effect size (1.213). Qualitative findings further supported that DTP enhanced students’ critical thinking disposition and dialogic engagement. These results suggest that DTP can serve as an effective alternative pedagogy for English language teaching.

This study aimed to examine the effect of augmented reality game-based learning (ARGBL) on students’ critical thinking disposition and academic achievement in the topic of green chemistry. The research employed a quasi-experimental method with a pretest-posttest design. The sample consisted of 72 tenth-grade students from a senior high school in Jakarta during the 2023/2024 academic year, divided into two classes: one designated as the experimental group and the other as the control group. The critical thinking disposition scale and the academic achievement test were employed to collect the data. The experimental group was taught using ARGBL, while the control group received conventional instruction. The data were analyzed using analysis of covariance (ANCOVA). The results showed that the implementation of ARGBL positively influenced students’ critical thinking disposition and academic achievement. Students in the experimental group demonstrated higher scores in both critical thinking disposition and academic achievement compared to the control group. It can be concluded that ARGBL is effective in enhancing students’ critical thinking disposition and academic achievement. Based on these findings, it is recommended that teachers adopt ARGBL to improve students’ critical thinking disposition and academic achievement in chemistry.

Critical thinking disposition (CTD) is necessary in teacher education, which can assist educators in recognising complex information, making judicious decisions, and effectively responding to the constantly evolving educational environment. This study focused on pre-service teachers and explored factors that may contribute to their CTD. Emotional intelligence (EI) helps individuals grasp emotional cues and promote decision-making, while resilience (RS) provides psychological stability and supports adaptation to challenges. Grounded in a dual-perspective approach integrating predictive and necessity-based analyses, data from 466 pre-service teachers in central and western China were analysed. Partial Least Squares Structural Equation Modelling (PLS-SEM) and Necessary Condition Analysis (NCA) were employed to test the predictive roles of EI and RS and their potential status as necessary conditions for CTD. Results show that CTD is significantly predicted by both EI and RS. Furthermore, NCA confirms that without certain thresholds of EI or RS, high or desired levels of CTD are unlikely to be attained, thereby verifying the status of EI and RS as necessary conditions and their bottleneck roles. This study offers a novel perspective for identifying potential key contributing factors and highlights the importance of integrating EI and RS into the cultivation of CTD in teacher education.

IntroductionIn recent decades, numerous studies have explored Problem-based Learning (PBL) or Case-based Learning (CBL) alone, but few have investigated their combination. Fundamental nursing is a core course for nursing undergraduates, and anaphylactic shock (a life-threatening clinical emergency) is a key teaching content. Traditional lecture-based learning (LBL) lacks interaction and fails to enhance critical thinking, highlighting the need for teaching methods.MethodsNursing undergraduates from a medical college were randomly divided into two groups (n=50 each): the traditional group (LBL) and the PBL-CBL group (combined method). The intervention focused on anaphylactic shock in fundamental nursing (September 2022–June 2024). Data were collected via post-class tests (theoretical, practical, case analysis) and anonymous questionnaires (California Critical Thinking Disposition Inventory, satisfaction, time consumption). Statistical analysis used SPSS 18.0.ResultsThe PBL-CBL group had significantly higher total test scores (87.33±4.21 vs. 73.32±3.66, P<0.001) and better performance in all test sections. Questionnaire results showed higher critical thinking scores (truth-seeking, analytical skills, etc.), course satisfaction, and teacher-student interaction in the PBL-CBL group, though it consumed more learning time (P<0.05).DiscussionThe combined PBL-CBL method outperforms traditional LBL in deepening knowledge, enhancing clinical analysis ability, and improving critical thinking. It is a promising approach for fundamental nursing teaching, though it requires more student preparation time.Supplementary InformationThe online version contains supplementary material available at 10.1186/s12909-026-08746-2.

ABSTRACT The Employer‐Employee‐Supported Critical Thinking Disposition Inventory (2ES‐CTDI) bridges theory and practice in higher education by assessing critical thinking disposition (CTD) components: self‐efficacy, instant judgement, and habitual truth‐digging. However, its broader applicability requires further validation. This study adapted and validated the Hungarian 2ES‐CTDI to examine the interactions among these CTD components. A sample of 1090 Hungarian university freshmen completed the 19‐item survey (7‐point Likert Scale). Reliability and validity were assessed via Cronbach's Alpha, McDonald's Omega, CFA, and Rasch analysis. Results revealed: (a) acceptable reliability (Cronbach's Alpha = 0.784, McDonald Omega = 0.783); (b) overall CFA model fit (CFI and TLI &gt; 0.90, RMSEA and SRMR &lt; 0.08); (c) good item and test endorsements; and (d) relatively low CTD self‐efficacy but a strong inclination toward instant judgement. The study provides empirical support for the theoretical CTD framework and offers a validated instrument for cross‐cultural comparisons. Practically, it underscores the importance of self‐efficacy in fostering higher‐order CTD, suggesting its integration into educational standards and curricula. Future research could investigate contextual CTD variations and the broader impacts of self‐efficacy interventions. Overall, this work enhances understanding of CTD dynamics and provides insights for educators and policymakers aiming to cultivate critical thinking.

Cultural diversity in health care requires nursing students to develop transcultural sensitivity and critical thinking to provide equitable care. This study explored the relationship between transcultural nursing sensitivity and critical thinking among senior nursing students in Türkiye. A descriptive, cross-sectional, correlational design was conducted with 151 senior nursing interns from a university nursing department. Data were collected online using the Student Information Form, the California Critical Thinking Disposition Inventory, and the Turkish Intercultural Sensitivity Scale. The mean age of participants was 22.49 ± 1.52 years; 74.2% were female and 84.1% were Turkish. While 72.8% had experience with culturally diverse patients, 88.8% lacked formal intercultural training. Mean scores reflected moderate-to-high intercultural sensitivity (87.4 ± 11.47) and critical thinking (254.04 ± 27.85). Critical thinking significantly predicted intercultural sensitivity (β = .688, R2 = .473, p < .001). Findings confirm a significant correlation, supporting integration of these skills into nursing education.