Critical Thinking Research Articles

Design of Assessment Instrument for Mathematical Critical Thinking Indicators-Based Essay Questions for Vocational and High School Students Using the Rasch Model

The government's action to improve the quality of education is carried out by initiating an independent learning curriculum. The 21st century skills are skills related to critical thinking, creative thinking, innovation, problem solving, communicative and collaborative. These abilities can be trained and developed in teaching and learning activities at school. To train and develop these abilities, a big role is needed from educators. Educators should master four competencies which include professional, personality, pedagogical and social competencies. The framework that can facilitate the four competencies, especially pedagogical and professional competencies, is Technological, Pedagogical and Content Knowledge (TPACK). Mastery of TPACK is very important to be owned by educators and prospective educators, including pre-service teacher professional education students of the UNESA PGSD Study Program, who are prospective elementary school teachers. The aim to be achieved in this study is to describe the Technological, pedagogical and content knowledge (TPACK) abilities of pre-service teacher professional education students of PGSD Study Program in the Perspective of Mastery of 21st Century Skills. The urgency of this research is as a reference for developing a professional elementary school teacher candidate program. This research is descriptive which is exploratory in nature to explore the TPACK knowledge of pre-service teacher professional education students who are prospective elementary school teachers. Data collection techniques were carried out using test and FGD methods. The data analysis technique uses the Miles and Huberman model. which includes data collection, data condensation, data presentation and conclusion drawing. Triangulation of data using triangulation of sources and techniques

ABSTRACT To pack is to wear an object in your underwear to emulate in some way or shape a penis, and to provide the feeling or impression of genitals that the wearer does not possess; a practice undertaken by some trans men and transmasculine people. This article details the making of commercial prosthetic and packing products intended for use in this practice. Engaging with Chris Straayer’s theorization of ‘stealth aesthetics’, alongside the philosophy of Gilles Deleuze and Félix Guattari, I ask what makes a penile prosthetic ‘real’. Drawing on science and technology studies concepts to attend to the materiality and production of such devices, I illustrate some of the ways realism can be ‘done’, arguing that both the realism of the prosthetic and its mimetic origin in the penis are materially constructed and culturally constituted; that realism is a socio-technical enactment. Understanding both the prosthetic and the penis as enacted provides an opening to challenge the ‘naturalness’ of genitals and highlights how embodied sex and gender for all of us – trans and non-trans both – is always already interwoven with the material world.

ABSTRACT Cyber security and political science are increasingly becoming interconnected, and from this an interdisciplinary skillset is emerging. This calls for the importance of effective education to foster the development of these skills. Drawing on the importance of engaging and applied learning experiences, this paper introduces ProtechTech Solutions, a scenario-based group activity generated by ChatGPT. The scenario is presented, and how it was used for a group of postgraduate students studying ‘Information Security Management’. Addressing the integration of ChatGPT into teaching practices, the paper fills a research gap by demonstrating how large language models can efficiently create classroom resources and lead to increased student engagement, measured through the variables of interest and excitement. Therefore, this paper provides a concrete example of practice, offering instructors valuable insights into adopting similar strategies. Furthermore, it was found that the scenario activity contributed to increased student self-efficacy and the development of essential skills, including decision-making, critical thinking, communication, and teamwork. These skills, crucial for both cybersecurity specialists and political scientists, transcend various domains globally, suggesting the adaptability of ProtechTech’s scenario creation process to other subject areas.

HealthLit4Kids: Improving health literacy outcomes in an Australian setting.

ABSTRACT This paper provides a critical reflection on urban heritage activism in post‐socialist Romania, starting from a recent case of contentious industrial heritage treatment. We unveil the logic of decision‐making processes for urban redevelopment and the related ongoing civic activism for preserving industrial heritage. For this, we look at the restructuring of the former socialist industrial platform of Carbochim in Cluj‐Napoca. This study aims to better understand activism during a struggle to preserve the socialist industrial legacy, as the link between activism and heritage is undertheorised. From an urban activist perspective, we present a failed heritagisation process because of commercially oriented real estate development. This enables us to critically examine the contention about socialist industrial heritage. Besides fieldwork during 2023 and 2024, and participatory observation, the research material includes an autoethnographic account by a civic activist and official documents from the public arena placed by private investors, the local administration, academia and civil society, about the situation of Carbochim. We point out a shift towards emancipatory activism for socialist industrial heritage, triggered by neoliberal planning policies. This contribution to the international research literature on heritage identifies the promises and pitfalls of activism for socialist industrial heritage, emphasising several needs: to make an independent inventory of the socialist industrial heritage prior to any redevelopment plans; to safeguard industrial legacy by reconceptualising socialist heritage; to democratise decision‐making in defining and managing heritage and to strengthen heritage activism that ensures the right to the city.

"With compliment from...": A critical reflection on the function and use of compliment letters addressed to hospital staff.

ABSTRACT Introduction Change for people who are diagnosed with PTSD often poses a great challenge for the client themselves as well as for the therapist. This study aims to investigate change in music therapy through self-report questionnaires and interview data with a patient named Anna (pseudonym). Anna experiences severe dissociation episodes and is diagnosed with borderline personality disorder and post-traumatic stress disorder. Methods A mixed-method approach is utilised to investigate change from self-report questionnaires throughout treatment and interviews at treatment termination. Results The self-report questionnaire data indicate positive change in symptoms, maladaptive schemas, and the working alliance. The interview responses illustrate the dynamics of the music therapy sessions, as well as Anna’s experiences of challenging and helpful elements within and outside of the therapeutic context. Discussion The analysis documents change from both the qualitative and quantitative perspective. This change is discussed from different theoretical perspectives: Growth, working alliance, common factors and implicit relational knowing. This study illustrates how change and the emergence of a more resourceful person unfold in music therapy. Finally, critical reflections on design shed light on limitations of the study. The case example illustrates a process of change and underlines the importance of developing and maintaining a strong alliance as a stabilising factor in music therapy to balance challenges in a chaotic world.

This project introduces an innovative visual pedagogical framework entitled “Prophet Adam Across Religious Texts”, which transforms dense qualitative comparisons of the Qur’an, Malay exegesis Tafsir Nur al-Ihsan, and the Bible into interactive infographic modules. The core innovation lies in reimagining a research project conducted under the ISTAC-IIUM Research Grant, “Isra’iliyyat in the Adamic Narrative: A Comparative Analysis of the Bible and Tafsir Nur al-Ihsan”. By integrating multilingual sources (the Arabic Qur’an, Malay tafsir, and English Bible) side by side, the framework enhances accessibility, fosters critical comparative thinking, and equips educators with a low-cost, digitally friendly tool for teaching Islamic studies and comparative religion. The project also highlighting how Tafsir Nur al-Ihsan integrates Isra’iliyyat narratives. Key features of the framework include infographics on four central themes: (1) Creation of Prophet Adam and Hawa, (2) God’s command and Forbidden Tree, (3) Temptation and Wrongdoing, and (4) Consequences. The design can potentially be adapted for teaching slides or interactive digital formats in both classroom and online platforms, subject to pilot testing and user feedback. The anticipated outcomes include making complex theological discourse more accessible, stimulating critical thinking, fostering comparative insights between Isra’iliyyat, the Qur’an, and the Bible, and enhancing student engagement through visual learning. Ultimately, this project demonstrates how qualitative, library-based research can be innovatively re-envisioned as a practical pedagogical design for diverse educational contexts.

The emergence of Artificial Intelligence (AI) as a large language model (LLM) gives new hopes for addressing challenges faced by higher education students who learn English as Foreign Language (EFL) and Second Language (ESL) in writing scientific papers. However, assuming AI as a new hope in education is imprudent since its advancement could give both challenges and affordances in students’ academic writing. To date, studies that mainly focused on this area are limited, highlighting a need for further exploration. Hence, this study aims to examine to what extent AI could enhance EFL and ESL students in academic writing and its impacts to their writing. Systematic literature review was conducted, following the Preferred Reporting Items for Systematic Reviews and Meta Analysis (PRISMA) 2020 guidelines to synthesize studies over the past year (2023-2025). The findings revealed that AI can significantly assist students particularly in offering personalized feedback, facilitating ideas and content development, as well as providing automated tools. However, it also gives challenges such as plagiarism and disengagement. Therefore, AI integration should be followed by ethical regulations that are updated and dynamics following the fast-moving AI systems and are monitored regularly for its implementation. It is also important to build students’ academic integrity by positioning students’ critical thinking and commitment in academic principles and ethics as a central role in research.

The article examines the educational cluster as an innovative model of integrating the traditional experience of cooperation between educational institutions, enterprises, communities, and research organizations with modern approaches to teaching technologies. Historical forms of interaction are analyzed, such as training and production centers, student production teams, and school– enterprise partnerships, which ensured the practice-oriented character of technological education, preserved the continuity of pedagogical traditions, and at the same time laid the foundation for the formation of modern models. Their transformation into dual education formats, mentoring programs, start-up initiatives, and STEM/STEAM projects integrated into cluster cooperation is highlighted. It is emphasized that the effectiveness of the cluster model is determined by its ability to combine time-tested pedagogical practices with modern digital tools, innovative technological solutions, and interdisciplinary approaches. The role of the technology teacher is defined as a facilitator of cluster cooperation, an organizer of partnerships between schools, businesses, communities, and universities, a coordinator of project activities, and a mentor in the development of students’ critical thinking and professional competences. The importance of clusters as an environment for continuous professional growth of teachers, acquisition of interdisciplinary experience, and the use of modern educational practices is underlined. The prospects for the development of educational clusters are seen in scaling regional and sectoral models, strengthening cooperation with local communities, integration into the European educational space, and more active use of digital technologies. It is concluded that the synthesis of traditions and innovations within the cluster approach creates favorable conditions for the development of students’ competences and enhances the competitiveness of Ukrainian schools in a globalized world.

Purpose This study aims to examine how structured peer feedback fosters reflexive learning and supports the development of professional communication competencies in strategic communication studies. Design/methodology/approach Using a qualitative single case study approach, the research draws on multi-year data from a postgraduate digital communication course, analyzing student reflections on a structured peer feedback teaching activity. Findings The findings highlight the dual benefits of giving and receiving feedback, fostering critical thinking, self-assessment and feedback literacy. Students reported deeper engagement with course objectives, enhanced confidence and preparedness for collaborative professional environments. Challenges included time constraints and occasional misalignment in peer feedback. Originality/value This study contributes to understanding peer feedback as a pedagogical tool that supports reflexive learning and fosters the development of competencies essential for communication professionals, offering insights for integrating constructivist principles in course designs.

The development of intercultural competence is the foundation for educating a citizen who is aware of their own cultural identity, open to interaction, and capable of acting responsibly and effectively in a globalized environment. Such an educational orientation corresponds to the challenges of the 21st century, when communication, mobility, and partnership among cultures become essential conditions for the development of individuals, societies, and states. Based on the analysis of scientific research, the article identifies the competencies necessary for effective interaction in a multicultural environment: cultural awareness, intercultural sensitivity, language competence, empathy, flexibility and adaptability, social integration, and communication effectiveness. It is substantiated that the effectiveness of developing intercultural competence depends on the extent to which learners are actively engaged in real situations of intercultural interaction, collaborative problem-solving, creative dialogue, and socially beneficial activities. The article examines effective forms and mechanisms for developing intercultural competence, such as project-based learning, service learning, and intercultural exchanges. It is outlined that in various countries around the world, the development of intercultural competence is achieved through a combination of learning, experience, and authentic interaction. Common features of these practices include active youth participation in socially significant projects; the development of reflection and critical thinking; the creation of conditions for safe dialogue and empathetic listening; and partnerships among schools, communities, and international institutions.

The rapid evolution of labor market demands, driven by technological and societal transformations, has intensified the need for higher education to foster future-oriented competencies. Frameworks such as Education 4.0 emphasize the development of abilities, skills, attitudes, and values; such as problem-solving, critical thinking, adaptability, and curiosity; alongside disciplinary knowledge. However, translating these competencies into course-level practice remains a challenge for educators, especially with regard to course materials and assessment methods. This study addresses this gap by proposing and evaluating a structured, instructor-led method for course redesign aligned with the Education 4.0 framework (E4CAM). Through an iterative research process involving literature reviews, expert workshops, and in-depth interviews, E4CAM integrates self-assessment checklists and targeted action guidelines to support competency integration. E4CAM was evaluated through two workshops and experimental applications involving university instructors. Results indicate E4CAM's practical relevance and adaptability across course levels and disciplines. By enabling instructors to systematically align course content and assessments with Education 4.0 competencies, the proposed approach offers a scalable tool for enhancing pedagogical practices and advancing competency-based education in higher education.

The study aims to substantiate and systematize educational innovations that strengthen the natural– environmental competence of older preschoolers, aligning with the State Standard of Preschool Education (Basovyi Komponent Doshkilnoi Osvity, BCDO) and current sustainability challenges. The methodology combined analysis of normative documents (the Constitution of Ukraine, the Law «On Preschool Education» and the BCDO), a theoretical–comparative review of scholarship and preschool practices, and the operationalization of the BCDO’s three criteria (emotional–value attitudes, knowledge, skills) into a set of indicators and observable behaviors. Findings indicate that the senior preschool age (5–6(7) years) constitutes a sensitive period for integrating ecological knowledge, value orientations, and environmentally sound behavior. The integration of partial Education for Sustainable Development (ESD) programs with the STREAM approach (Science, Technology, Engineering, Art, Reading/wRiting, Mathematics)–implemented through LEGO modeling of natural processes, outdoor learning laboratories, digital visualization of phenomena, and problem-based play scenarios–yields gains across all BCDO criteria and establishes an «observation-to-action» trajectory. The originality lies in a standardized assessment matrix bridging policy requirements, age-related capacities, and concrete pedagogy. In practical terms, the model supports preschool curriculum design, method selection, and progress monitoring while preserving pedagogical creativity. The conclusions confirm the effectiveness of ESD + STREAM in developing critical thinking, inquiry skills, and durable eco-habits and in strengthening continuity with primary education; avenues for further empirical testing across regional and organizational contexts are outlined.

This paper presents the development of a game-based learning module for teaching risk management, modelled on the traditional board game Snakes and Ladders. The aim is to transform a simple and familiar game into an innovative educational tool that engages learners in understanding and applying the fundamental stages of risk management: identification, analysis, evaluation, treatment, and monitoring. In this adaptation, ladders symbolize effective risk responses, proactive decision-making, and opportunities that allow participants to progress, while snakes represent unmanaged risks, misjudgements, or adverse outcomes that cause setbacks. This metaphorical representation offers a clear and memorable connection between gameplay and real-world risk management practices. The module integrates scenario-based learning within the game structure, requiring players to assess risks, choose strategies, and reflect on outcomes as they advance. This experiential format emphasizes active learning by encouraging players to move beyond theoretical knowledge and directly apply decision-making skills in simulated contexts. The interactive design fosters critical thinking, problem-solving, and collaborative discussion among participants, ensuring that abstract concepts are reinforced through practice and reflection. By gamifying the learning process, this innovation addresses limitations of traditional lecture-based instruction, making complex processes more engaging, accessible, and easier to retain. The use of a familiar game structure lowers entry barriers, motivates participation, and creates a dynamic environment for sustained learning. Ultimately, this game-based module demonstrates the potential of playful pedagogy in enhancing comprehension of risk management principles and equipping learners with transferable skills relevant to both academic and professional settings.

ABSTRACT: Education is fundamental for human and social development, yet the persistence of social illiteracy signals that it is not receiving the attention it deserves in our society. Therefore, this article, based on diverse bibliographical research, sought to present facts that highlight the importance of education for society and the ills caused by its neglect. Throughout this article, there is a rich exposition that proves the existence of numerous social problems caused directly and indirectly by poor education. Finally, it is concluded that education must ensure that individuals have critical thinking and a leading role in the pursuit of knowledge. Education focused on literacy and addressing numerous topics in the classroom is necessary. This requires, above all, state investment to guarantee quality education, especially regarding teachers, who, despite being seen as the pillars of education, require the support of families in the educational process.

Background. Active learning fosters critical thinking, autonomy, and deep learning. While TBL is common, IBL offers a more student-centered, inquiry-driven alternative. This study aimed to compare the pedagogical effectiveness of IBL versus TBL in medical education, focusing on academic performance, learner engagement, autonomy, and satisfaction. Methods. An innovative IBL framework, grounded in the 5E instructional model, was designed and implemented with first- year medical students (n=548). The intervention involved five interactive clinical cases, each centered around a core medical concept. Students progressed through the cases using cascading multiple-choice questions with a conditional solution-revealing mechanism ("scratch film"), promoting autonomous exploration. A final gamified synthesis using crossword puzzles reinforced learning. Comparative data were collected across IBL and TBL sessions using quantitative performance metrics, behavioral observation, and student questionnaires. Results. IBL significantly outperformed TBL in terms of retention of key learning concepts (64-100% vs. 14-38%; p < 0.05), as well as in the acquisition of extended concepts, reflecting deeper cognitive processing. Students in IBL groups were more engaged and solved most clinical problems independently, with minimal use of revealed solutions, indicating high levels of autonomy. Questionnaire responses confirmed a high satisfaction rate (66%), a substantial perceived impact on learning (61%), and a reduced tendency toward group cheating (40%), all statistically significant (p < 0.000). Conclusion. Our results suggest that IBL seems to be more effective and engaging than TBL, as it promotes deeper learning, greater autonomy, and increased motivation, with promising potential to support innovation in basic science learning in medicine.

This research explores the dependency on and patterns of artificial intelligence (AI) usage in English language learning among public university students in Bangladesh. The study aims to investigate the reasons behind students' reliance on AI tools, the types of information they seek, and the extent of their dependence. A mixed-method approach, combining both quantitative surveys and qualitative in-depth interviews, was employed to gather data from 120 students. The findings reveal that AI tools, particularly Grammarly and Duolingo, are widely used to improve academic writing, grammar, and vocabulary. Students perceive these tools as highly effective for language learning, as they provide instant feedback and make learning more accessible. However, the study also highlights significant concerns regarding the limitations of AI tools, such as their inability to grasp contextual understanding, cultural nuances, and the risk of over-reliance, which may hinder the development of critical thinking and metacognitive skills. Despite these concerns, students recognize the utility of AI tools as a complementary resource rather than a replacement for traditional learning methods. The research suggests that AI tools should be integrated into language learning in a balanced manner, with attention to equity in access and the development of students' higher-order thinking skills. It also emphasizes the need for policy interventions to address the digital divide and ensure that all students, particularly in resource-limited environments, have equitable access to these transformative tools.

This paper investigates the theoretical foundation and practical efficacy of integrating interactive and practice-oriented learning methods to significantly enhance educational outcomes in higher professional training. The study addresses the critical gap between traditional academic delivery and the evolving demands of the labour market, which necessitates not only discipline-specific knowledge (Hard Skills) but also advanced Soft Skills, including critical thinking, complex problem- solving, and communication. The primary goal is the theoretical substantiation and subsequent development of methodological recommendations for implementing this integrated approach. The methodology is based on a systemic approach, combining theoretical analysis of pedagogical literature with empirical methods, such as observation and analysis of educational results. The research demonstrates that the highest educational results are achieved through the synergistic application of these methods. Interactive techniques – like Case Studies and Collaborative Learning – are essential for problem analysis and knowledge acquisition, while practice-oriented methods –including Project-Based Learning (PBL), high-fidelity Simulations (VR/AR), and Internships – ensure the application of theory and the development of procedural memory. This integration establishes a complete learning cycle (analysis – action – reflection) that effectively eliminates the detachment of academic knowledge from professional realities. Crucially, the approach fosters "competence in action" and promotes swift adaptation to new professional challenges. The role of the educator fundamentally shifts to that of a facilitator, responsible for curating the learning environment and providing quality feedback. The Conclusion asserts that this integrated methodology is a decisive factor for producing high-quality specialists, fully prepared for the dynamic requirements of the modern labour market. Further research should focus on developing specific integration models tailored to various professional disciplines and examining the long-term impact of technology use on career trajectories.