Development Of Critical Thinking Research Articles

New Reforms in Indian Higher Education: Rethinking the Education Model

The National Education Policy (NEP)-2020 will bring flexibility to the curriculum through a multidisciplinary and interdisciplinary approach, a new assessment process, resource empowerment, multiple exit options, and encouraging internationalization. Adopting an open curriculum with transdisciplinary course patterns, including flexibility in electives, has led to progress in skill development, holistic development, community engagement, technological integration, environmental education, and value-based education. Ranking and accreditation will have a significant impact on the quality of education and research. It is necessary to frame an education policy that will give better results in creativity, development of critical thinking, decision-making skills, and problem-solving abilities. The new reforms aim to enhance the quality and effectiveness of future-ready higher education institutions in India. In this paper, an attempt has been made to present various reforms in the Indian higher education system, its regulatory structure, and teaching pedagogy.

The influence of information technologies on creative and critical thinking of students / La influencia de las tecnologías de la información en el pensamiento crítico y creativo de los estudiantes

Innovative information technology is developing rapidly and is penetrating many areas of life, including education. The paper measures the impact of innovative information technology, using augmented reality (AR) as an example, on the development of creativity and critical thinking among students. The study was conducted among 180 students from Tonghua Normal University in China. The research design: a pre-test and post-test experiment with a control group. The following research findings were obtained: academic knowledge of the experimental group was higher (15.73) than that of the control group (12.13). ARLE model improved critical thinking (8.77 in AR group, 7.60 in the traditional group) and creativity (593 in AR group, 570 in the traditional group). The resulting data demonstrated the effectiveness of the proposed model of learning with the augmented reality technology. The research findings have practical implications. For example, they may be used to create new augmented reality apps for other disciplines and majors. The study presents recommendations on the development of creative and critical thinking, which teachers of various disciplines can apply in practice. The impact of other digital tools in education needs to be carefully studied to determine their effectiveness.

“(Not) knowing what you know”: Exploring educators’ perceptions of critical thinking in occupational therapy

Background Critical thinking is key for responsible occupational therapy practice. However, the degree to which educators understand critical thinking and the conceptualizations of such concept in teaching remains unclear. Aim This study aimed to describe occupational therapy educators’ perceptions and experiences of teaching critical thinking. Material and Methods Social constructivism underpins the study. Eight participants were included in three online synchronous focus groups. One participant was interviewed in person due to time constraints. Data were analysed using content analysis. Results This study reveals a considerable diversity of perceptions and experiences of ambiguity regarding educators’ perceptions of what they know about and how to teach critical thinking. Most educators interpret critical thinking in ways that differs from their colleagues. Furthermore, educators encounter divergent expectations pertaining to their role as educators and the readiness of their students. Conclusions This study reveal a paradox within the occupational therapy profession, where critical thinking is highly valued yet educators experience ambiguity, differing expectations of their role, time constraints, and lack of formal education to support students’ development of critical thinking. Significance This study provides the foundation for further inquiry into the invisible effects and benefits of different understandings of critical thinking on occupational therapy practice.

Socratic Method in the Use of Web Tools

In the integral training of the student from the Being, to know, to know-how and to know-how to-be; the American University Corporation within its pedagogical model assumes a systemic model, self-regulating constructivist.; teaching and learning revolve around building knowledge from collaborative work, enabling student training. The constructivist model has its roots in philosophy, psychology, sociology and education. the verb build comes from the Latin struere, which means 'fix' or 'give structure'. Constructivism offers a new paradigm for this new era of information motivated by new technologies that have emerged in recent years. With the advent of these technologies (wikis, social networks, blogs...). In this model learning is active, not passive. people learn when they can control their learning, which generates a relatively permanent change in associations or mental representations as a result of the experience. Teaching addresses discrete learning strategies and models, Those addressed in this space are the Socratic Dialogue for the Development of Critical Thinking that seeks to develop skills in the students of Public Accounting that allow them to perform a reflective critical analysis and the methodology of Applied Projects in which the student is taken, individually or in a group to project something concrete and to execute it, giving you the opportunity to check ideas through your app and stimulate creative thinking.

The Problem of the Educational System Integration Into the Educational Process of a Technical University

The article discusses the current and most significant provisions regarding the problem of integrating the educational aspect in the process of professional training of graduates of a technical university. The authors explore the theoretical and empirical aspects of the organization of educational activities, which methods can contribute to the development of both professional and personally significant qualities that contribute to improving professional efficiency, which has an impact on professional success and the quality of human life. Special attention is paid to how the educational process can contribute to the formation of students' critical thinking skills, independence, responsibility and readiness for continuous learning. Special attention is paid to the theoretical analysis of the relationship between the quality of the educational process and educational work, as well as their impact on the development of critical thinking, communication skills and teamwork among students. In his work, the author emphasizes the importance and importance of the educational aspect in the process of vocational training, based on research and provisions prescribed by other specialists whose scientific interest lies in the organization of the educational process during the organization of vocational training for students of a technical university. The authors emphasize the role of an interdisciplinary approach in the educational process, which allows students not only to study specialized technical disciplines in depth, but also to develop social and humanitarian competencies. Practical recommendations on the integration of educational elements into the educational process aimed at improving the effectiveness of training qualified specialists in technical disciplines are also discussed.

Development of Critical Thinking in Chemistry Teaching

The critical thinking is an important part of education supported by the Czech curriculum documents, and its importance is now being discussed in the context of the development of artificial intelligence. In the teaching of (not only) chemistry, the critical thinking can be purposefully developed through appropriate activities. The article presents three comprehensive teaching tasks for chemistry education that have the potential to develop critical thinking: Genetically Modified Crops (a task using the problem-based learning and analysis of information sources), Nuclear Energy and Spent Nuclear Fuel Management (a task focused on critical reading of text, reasoning and working with artificial intelligence) and Reaction Kinetics (research-oriented laboratory work enhanced with elements of graph and data interpretation and reasoning). Building critical thinking skills in chemistry is essential for understanding abstract concepts and acquiring skills that enable students to approach chemistry topics responsibly and knowledgeably in everyday life. Full text English translation is available in the on-line version.

Learning Experiences and the Development of Critical Thinking in Students of Early Childhood Education at Public Universities – 2023

Introduction: This study explores how learning experiences at public universities impact the development of critical thinking in early education students in 2023. Objective: To determine the influence of learning experiences on the critical thinking of early education students, identifying effective didactic strategies for its promotion. Methodology: Utilizing a quantitative approach, data were collected from 247 early education students across various public universities in Peru through structured surveys. These surveys were designed to measure students' perceptions of their learning experiences and their impact on critical thinking, including items related to communicative, reflective, and problem-solving competencies. The instruments' validation was ensured through reliability and validity analysis, and data were statistically analyzed using SPSS V.25 software to examine the relationships between variables. Results: The findings indicated a positive and significant correlation between carefully designed learning experiences and the enhancement of students' critical thinking. This link underscores the critical value of adopting didactic strategies focused on fostering critical thinking, showing that when students are immersed in learning environments that challenge their abilities and promote reflection, their capacity to analyze, synthesize, and evaluate information significantly improves. Conclusions: The findings highlight the necessity for universities to continuously implement and adapt their pedagogical methods to foster meaningful and critical learning. This research contributes to understanding how educational experiences can be designed to enhance critical thinking, providing a foundation for future curricular and pedagogical developments in higher education.

La comprensión lectora en el contexto de la Nueva Escuela Mexicana

Reading is essential for the cognitive, social and emotional development of Mexican children. It should be promoted by the family from an early age to stimulate interest and understanding of the meaning of the text. Reading involves not only decoding graphic signs, but also understanding and interpreting what is read, using various strategies that activate prior knowledge and relate it to the context. The New Mexican School (NEM) considers reading comprehension as a challenge to develop critical and reflective thinking in students. Teachers must generate teaching strategies that recognize reading comprehension as a tool to promote the development of critical, analytical and reflective thinking, and a participatory attitude in students, which transcends social transformation and the responsible exercise of citizenship.

Breaking the taboo of using the nursing process: lived experiences of nursing students and faculty members

BackgroundDespite the numerous advantages of the nursing process, nursing students often struggle with utilizing this model. Therefore, studies suggest innovative teaching methods to address this issue. Teaching based on real clinical cases is considered a collaborative learning method that enhances students’ active learning for the development of critical thinking and problem-solving skills. In this method, students can acquire sufficient knowledge about patient care by accessing authentic information.ObjectiveThe aim of the present study was to investigate the experiences of nursing students and faculty members regarding the implementation of nursing process educational workshops, based on real case studies.DesignA qualitative descriptive study.Participants9 Nursing students and 7 faculty members from the Isfahan School of Nursing and Midwifery who attended the workshops.MethodsThis qualitative descriptive study was conducted from 2021 to 2023. Data was collected through semi-structured individual and focus group interviews using a qualitative content analysis approach for data analysis.ResultsAfter analyzing the data, a theme titled “Breaking Taboos in the Nursing Process” was identified. This theme consists of four categories: “Strengthening the Cognitive Infrastructure for Accepting the Nursing Process,” “Enhancing the Applicability of the Nursing Process,” “Assisting in Positive Professional Identity,” and “Facilitating a Self-Directed Learning Platform.” Additionally, thirteen subcategories were obtained.ConclusionThe data obtained from the present study showed that conducting nursing process educational workshops, where real clinical cases are discussed, analyzed, and criticized, increases critical thinking, learning motivation, and understanding of the necessity and importance of implementing the nursing process. Therefore, it is recommended that instructors utilize this innovative and effective teaching method for instructing the nursing process.

Мягкие навыки: концепции, проблемы, исследования

<p style="text-align: justify;"><span lang="EN-US">The work is aimed at clarifying the concept of “soft skills”. The materials of the study of concepts, problems, and research of soft skills in a professional environment are presented. The topic of soft skills is extremely relevant, both Russian and foreign students do not exactly understand what soft skills are, which may be explained by the fact that there is currently no single approach to understanding them. The purpose of studying this problem is to review concepts, problems and research on the topic of soft skills in foreign and national scientific literature. The results obtained make it possible to say that soft skills is a broad concept, and does not include a strictly defined list of qualities or abilities. There is evidence that researchers attribute a different set of abilities to soft skills, while different abilities will be most significant for different professional fields. Separately, such abilities can be distinguished as: communication skills, leadership position, decision-making skills, responsibility, empathy, self-esteem, critical thinking, analytical thinking, emotional intelligence (often assessed as part of soft skills in foreign studies). The most effective methods for developing soft skills include: methods for early development, educational tasks related to information search and analysis, critical thinking development, self-management (including the formulation of action plans), teamwork skills, and the presence of social and humanitarian disciplines (“Philosophy" and "Sociology”), as well as specialized courses such as “Team Building” and “Time Management”. It is also emphasized that the level of soft skills development among teachers is important for fostering soft skills in students.</span></p>

Transdisciplinary approach as a resource for the development of critical thinking in higher mathematical education

Introduction. In a modern digital and globalized society, the higher education system is faced with the task of developing critical thinking skills in graduates that allow them to solve complex problems through the integration of knowledge from various disciplines at a new transdisciplinary level of knowledge. Such integration seems possible based on the use of modeling methodology, methods of computational and discrete mathematics, and mathematical cybernetics, which form the foundation of the language of information technology and processes. The purpose of the study is to identify the role of the transdisciplinary approach in the development of students’ critical thinking through mathematics. Materials and methods. 76 students of the Vyatka State University majoring in 06.03.01 Biology took part in the study, covering 2022–2023. The main methods for measuring critical thinking, presented by the UF/EMI Critical Thinking Disposition Instrument and The Critical Thinking Barriers Scale (CTBS), were supplemented with diagnostic tools from specially designed tasks, taking into account specifics of teaching mathematics to future biotechnologists. Statistical analysis of the obtained results was performed using the Mann-Whitney U test. Results. A number of methodological conditions have been formulated to ensure the development of students' critical thinking in the process of teaching mathematics, which corresponds to the priority goals of modern higher education. The expediency of using contextual mathematical problems containing a real data set, the method of mathematical modeling, the inclusion of modern mathematical theories and their applications in the teaching content, a joint form of work in the classroom and work with scientific articles is substantiated. A quantitative analysis of the results confirmed the significance of the differences (Uemp = 65 < Ucr = 66; р < 0,01), which indicates the effectiveness of the intervention based on the proposed methodological conditions. Conclusion. The practical significance of the study is determined by the possibilities of using its results in improving the critical thinking skills of students in the process of teaching mathematics.

Improving Critical Thinking in New Graduate Nurses Through the Use of Reflective Journaling: A Quality Improvement Project

BackgroundCritical thinking is an important skill for newly graduated nurses to develop to learn how to best recognize and manage deterioration in their patients. New nurses may be too focused on nursing tasks and may not have adequate time to pause and reflect on their patient experiences that foster critical thinking. An exercise like reflective journaling may help new graduate nurses engage in active reflection with the goal of learning from their experiences, which may enhance the development of critical thinking. PurposeThe purpose of this paper is to explore whether the use of a once weekly reflective journaling exercise influences the development of critical thinking in new graduate nurses during their 6-week nursing orientation. MethodsA quality improvement (QI), pre- and post-test design was used to improve the current process of nursing orientation for newly graduated nurses in a single hospital setting. Six participants participated in a once weekly reflective journaling intervention, utilizing Kim's Critical Reflective Inquiry, over a 6-week orientation period. Participants completed the Health Sciences Reasoning Test (HSRT) before reflective journaling was implemented and at the end of their 6-week hospital orientation. Preliminary ResultsPreliminary results found that there were no significant mean differences in the total HSRT scores after the reflective journaling was implemented (t = 1.085, p = .328). However, there was a strong, positive, and significant correlation between participants’ baseline and post reflective journaling critical thinking scores in the deduction domain (r =.810, p = 0.051). Clinically significant differences in the pre- and post-test domain scores of the HSRT were evident in the interpretation, inference, explanation, induction, and numeracy domains. ConclusionNew graduated nurses may benefit from using reflective journaling into their hospital orientation, but more research is needed to determine efficacy.

Exploring the impact of collaborative learning on the development of critical thinking and clinical decision-making skills in nursing students: A quantitative descriptive design

This study aims to introduce collaborative learning as a method in the Mental Health and Diseases Nursing course for actively enrolled fourth-year nursing students. The objective is to assess the impact of collaborative learning on critical thinking and clinical decision-making among nursing students. Collaborative learning involves the use of small groups to help students identify effective ways of working together to enhance their learning outcomes. A quantitative research methodology was employed in this study. To evaluate the effectiveness of the collaborative learning program, a within-subject repeated-measures design was implemented. This study was conducted in the nursing department of a university in Turkey. The study included 96 female students (92.3 %) and 8 male students (7.7 %). Data collection involved the sociodemographic data form, the California Critical Thinking Disposition Inventory (CCTDI), and the Clinical Decision-Making in Nursing Scale (CDMNS). The students' pre-program CDMNS median score was 146.00 (117.00–177.00), and the post-program CDMNS median score was 147.50 (115.00–175.00). While there was an increase in the students' clinical decision-making scores after the program, this increase was not statistically significant (p > 0.05). The pre-program median score for CCTDI was 223.26 (176.87–296.02), and the post-program median score was 227.88 (188.87–359.00). The students' critical thinking disposition scores showed a statistically significant increase after the program (p < 0.05). The study results revealed notable enhancements among students who participated in courses utilizing the collaborative learning method. These enhancements included heightened academic performance, elevated levels of critical thinking, increased self-confidence, and improved clinical decision-making abilities.

Преимущества и риски использования ChatGPT в системе высшего образования: теоретический обзор

The author of this review publication has set himself the task of generalizing the ideas of Russian and foreign educational researchers regarding the advantages and disadvantages of using neural networks, namely, the large language model ChatGPT, in the higher education system. 130 of the latest printed and electronic sources in Russian and English on pedagogy and humanitarian disciplines, which date back to 2023 and the first half of 2024, served as the material for the analysis. The scientific novelty of the study lies in identifying the most effective methods for assessing the didactic potential and determining the problems of introducing artificial intelligence technologies in education as exemplified by the use of ChatGPT, including the SWOT analysis method, considered as an effective analytical tool for assessing the strengths and weaknesses, opportunities and threats of using ChatGPT for educational purposes. As a result, the universal trends and features of the implementation of ChatGPT as an innovative pedagogical technology are revealed. The problems of ChatGPT application in the higher education system are analyzed from the point of view of compliance with ethical standards, prevention of academic dishonesty, formation of cognitive abilities and research competencies of students, deepening of individualization of the educational process, development of critical and creative thinking, increase in the level of information literacy and improvement of universal competencies and professional skills of students. The prospects and risks of ChatGPT application in higher education are described.

Does ChatGPT Argue Like Students? Bundles in Argumentative Essays

Abstract The advent of ChatGPT, a novel AI-powered language model able to create grammatically accurate and coherent texts, has generated considerable concern among educationalists anxious about its potential to enable cheating among students and to undermine the development of critical thinking, problem-solving, and literacy skills. The similarities and differences between ChatGPT texts and human writing, however, remain underexplored. This study aims to bridge this gap by comparing the use of 3-word bundles in A-level argumentative essays written by British students with those generated by ChatGPT. Our findings show that ChatGPT essays contain a lower frequency of bundles but these have a higher type/token ratio, suggesting that its bundles are more rigid and formulaic. We also found noun and preposition-based bundles are more prevalent in ChatGPT texts, employed for abstract descriptions and to provide transitional and structuring cues. Student essays are characterized by more epistemic stances and authorial presence, crucial in persuasive argumentation. We attribute these distinct patterns in ChatGPT’s output to its processing of vast training data and underlying statistical algorithms. The study points to pedagogical implications for incorporating ChatGPT in writing instruction.

Evaluation of Competencies in Nursing Students. a Cross-Sectional Study

Objective: To evaluate the competencies of the final year undergraduate nursing students. Theoretical Framework: It is based on the theories that support the development of nursing competencies: behaviorism, trait theory and holism. Nursing competence is considered as a complex integration of knowledge that includes professional judgment, skills, values and attitude, and represents a core component for correct care management and the practice of safe and quality care. Method: The research was quantitative, cross-sectional and descriptive. It was carried out at the nursing school of a public university in the province of Manabí, Ecuador. A sample of 175 students was selected from a total of 318 enrolled in the eighth and ninth semesters, with a confidence level of 95% and a margin of error of 5%. The Hsu &amp; Hsieh (2013) Nursing Student Competency Inventory was used, a 43-item questionnaire organized into six dimensions. The rating was obtained using a Likert scale from 0 to 5. Descriptive statistics were used to describe the demographic characteristics and the professional and nursing competence of the participants. In addition, a comparative analysis of correlations between the domains of professional competence and the sociodemographic characteristics of nursing students was carried out. Results and Discussion: The study achieved a response rate of 100% (175/175). The majority of students were women (65.1%) and were in their eighth semester of nursing (57.7%). Students assessed themselves as reasonably competent in nursing, with the "ethics and responsibility" domain scoring the highest (X̅= 65.38, SD +11.1) and the "critical thinking and reasoning" domains (X̅ = 18.29 (SD +3.4)) and "clinical biomedical sciences" having the lowest scores (X̅ = 22.82, SD +3.4). The results did not estimate a predictive relationship between gender and the type of student residences. Research Implications: This research provides implications for education policies promoting higher standards and more effective approaches in teaching and assessing competencies. Originality/Value: The findings of this study are key to the design of nursing programs that meet high quality standards and respond to the health needs of the population, aligned with the WHO Global Strategic Guidelines for Nursing and Midwifery. The conclusions highlight the need to work the development of critical thinking and reasoning, as well as the design of nursing curricula with more time dedicated to biomedical clinical sciences, with a holistic and non-biomedical approach.

FROM REFLECTION TO SOCIAL CHANGE: TRAINING IN DEVELOPING GENDER COMPETENCE FOR SOCIAL WORKERS

Training social workers with a focus on gender competence is regarded as a key element of contemporary social work, grounded in the principles of social justice. Taking this into account, we have developed an educational concept for a training program aimed at developing the gender competence of social workers providing services to families in difficult life circumstances, based on the theoretical foundations of transformative social work practice and feminist approach. Key components of the training that contribute to achieving the learning objectives include interactive exercises, role-playing games, and guided fantasy, allowing participants to immerse themselves not only theoretically but also emotionally in the issues of gender stereotypes and discrimination. The use of such methods promotes the development of critical thinking, increases awareness of personal biases and stereotypes, and stimulates a desire to change social norms and practices towards greater gender equality. Integration of gender issues into non-formal education curricula for social workers, the implementation of reflective training based on interactive methods and participants' reflection on their own experiences, contribute to a deeper understanding and practical application of this knowledge in working with vulnerable groups. This not only promotes the personal development of professionals but also leads to positive social changes, improving the quality and effectiveness of the services provided. Further research is needed to explore the long-term impact of gender-oriented training on the professional activities of social workers. It is important to explore how changes in gender consciousness and the development of gender competence affect the quality and effectiveness of social services provided.

Characteristics, prevalence and tensions of critical thinking in Indonesian high school English language classes resulting from policy-driven teaching

Indonesian government policy has emphasised Critical Thinking development in secondary school students to position the nation for better engagement with global concerns, including the Industrial Revolution 4.0. A vehicle of choice to achieve this Critical Thinking development is English as an Additional Language in Secondary Schooling. This article presents a qualitative study that investigated the characteristics and prevalence of Years 10, 11 and 12 Critical Thinking in English listening and speaking tasks in an Indonesian high school. Data were generated through sustained engagement with one class in each year level, providing rich and detailed classroom data. These data were analysed with a conceptual framework of Critical Thinking in English Listening and Speaking to determine the characteristics of student Critical Thinking. Frequency counts of the characteristics yielded the prevalence of Critical Thinking in the period of engagement with each class. The point of intersection between Critical Thinking policy and its implementation demonstrates the congruence and dissonance between the actualised student Critical Thinking and teacher documents. Results showed that the characteristics and prevalence of Critical Thinking were fundamentally different for each year group, in large part due to the differences in teacher facilitation of Critical Thinking, despite, or because of, the overarching policy directives.

Kritické myšlení v kontextu didaktiky filosofie a základů společenských věd

This theoretical study is based on the fact that critical thinking is part of the key competences and specifically civic competences, but it is not defined in detail in curriculum documents. Critical thinking is close to philosophical thinking. For the development of philosophical thinking, a competency-based approach is applied in foreign didactics of philosophy to define the objectives of the discipline. This study attempts to show that the competency-based approach is also suitable for the development of critical thinking in the context of teaching civics and social studies; it is thus necessary to know what critical thinking consists of. Therefore, the first aim of the study is to specify in more detail what critical thinking is, based on an analysis of two foreign conceptions of critical thinking, with an emphasis on its subcomponents. The second aim is to compare critical and philosophical thinking more closely and to show how a critical thinking perspective could enrich the existing elaboration of philosophical competencies. Given the similarity of these two ways of thinking, the author proposes that one of the goals of high school philosophy education should be the explicit development of critical thinking and that the skills, dispositions and knowledge needed for critical thinking should be taken into account in the specification of competency-based goals for philosophy education.

Development of a Critical Reflection Mentorship Program to Enhance Critical Thinking Among Novice Nurses.

The increasing complexity of care and the decrease in overall nursing experience pose a threat to patient safety and clinical outcomes in health care. Within the local environment, a critical need was identified to connect expert bedside nurses with novice nurses to support the development of critical thinking. This article describes the development and pilot evaluation of a critical reflection mentorship program, Beyond the Bedside. The program was developed and deployed in three inpatient units within an adult academic health center. Critical thinking was evaluated using the Nursing Critical Thinking in Clinical Practice Questionnaire (N-CT-4 Practice) pre- and postprogram implementation. Five nurses participated in the pre- and postevaluation, and the N-CT-4 Practice mean scores were significantly higher after program implementation. Education leaders should prioritize programs that support critical thinking among novice nurses, and the Beyond the Bedside program can be adapted for use in other health care settings. [J Contin Educ Nurs. 202x;5x(x):xx-xx.].