Skills Instruction Research Articles

Possibilities for evaluation to foster the soft skills of critical thinking, creativity, and communication in higher education

Soft skills are the foundation of a solid and consistent lifelong education in a changing world. Students’ self-reported achievement motivation is a good indicator of their level of self-awareness. A rigorous assessment of the process’ results is necessary for an effective soft skill education program. There are significant flaws in the way the university’s curriculum handles soft skill assessments. Therefore, the question is: given the resources at hand, how can one properly ascertain which soft skills requirements change the most over a university education? To identify changes at the start and finish of studies and prepare instruction for soft skill suggestions during university studies, this study intends to measure the differences in self-assessment indicators of students’ creativity, critical thinking, and communicative abilities in university settings. The purpose of this study is to verify a variety of tools for assessing students’ soft skills and figure out how effectively they can recognize variations throughout multiple university study stages. This could aid in the preparation of recommendations for soft skill instruction in courses, which could be beneficial for university graduates’ future employment. Among first- and last-year university students, a self-assessment study on soft skills was conducted. The results show that students’ soft skills are not equally impacted by their university education. The critical thinking abilities of first- and fourth-year students only tend to improve but do not differ reliably.

Exploring the impact of blended learning instruction on preservice teachers' self-efficacy beliefs in organizing educational field trips to out-of-school learning environment

Abstract The integration of the flipped classroom model, self-efficacy theory, and the value of out-of-school learning environments forms the foundation for this study. By employing the flipped classroom model, preservice teachers can develop their instructional skills and build self-efficacy in organizing educational field trips. The active, student-centered learning experiences facilitated by the flipped classroom model can enhance preservice teachers' self-efficacy beliefs, preparing them to effectively utilize out-of-school learning environments in their future teaching careers. This study aims to explore the impact of the flipped classroom model on preservice teachers’ self-efficacy beliefs, specifically in the context of organizing and conducting educational field trips. By understanding the theoretical underpinnings and practical implications, the study seeks to contribute to the development of effective teacher education practices that promote innovative and confident teaching professionals. The study’s participants were 57 preservice teachers in the science teacher education program. It was undertaken employing a sequential, explanatory mixed-methods study. The preservice teachers in the experimental group were educated using the flipped classroom model, while the control group was instructed through the conventional classroom model. The “Self-Efficacy Belief Scale for Organizing Educational Field Trips to Out-of-School Environments” and a semi-structured interview form were used to gather data. Results indicate that the flipped classroom implemented in the course has positive effect on the self-efficacy beliefs of preservice teachers towards organizing trips to out of school learning environments. Furthermore, it was concluded that the use of this model was encouraging for pre-service teachers to use it in their teaching professions.

Exploring ESL teachers’ experiences about ICT-based 4Cs skills: a phenomenological study

This study examines the experiences of university-level English as a Second Language (ESL) teachers in relation to the integration of Information and Communication Technology (ICT)-based 4Cs (communication, collaboration, critical thinking, and creativity) skills in English language teaching and learning. The research aims to explore the impact of 4Cs skills on the teaching and learning process, particularly in the context of ESL education. Through a phenomenological study approach, data have been collected through semi-structured interviews with the five ESL teachers of a public sector university’s education department. The recorded semi-structured interviews were transcribed into verbatim form and analysed thematically to gain insights into the ESL teachers’ experiences and perceptions regarding ICT-based 4Cs skills. The phenomenological approach offered a rich and nuanced understanding of the five ESL teachers’ experiences by exploring the subjective meanings they attribute to their lived experiences. The findings provided valuable insights into the experiences of ESL teachers and emphasize the significance of ICT-based 4Cs skills in the twenty-first century. The results highlight the effectiveness of various teaching techniques in implementing these skills but also identify challenges faced by ESL teachers when teaching ESL learners. Overall, this research underscores the importance of integrating ICT-based 4Cs skills in ESL instruction and contributes to the understanding of their implementation in the field of education.

Teaching experience, not surgical residency training, is the critical factor in optimizing student learning outcomes in performing ovariohysterectomy on a model.

To determine if surgical skills instructors' experience and qualifications influence students' learning of small animal ovariohysterectomy on a model (mOVH). Second-year veterinary students (n = 105). Students were randomized to three groups, taught by: (1) residency-trained surgeons with over 3 years' experience teaching mOVH, (2) general practitioners with over 3 years' experience teaching mOVH (GP >3), and (3) general practitioners with under 3 years' experience (GP <3). Students completed four 3-h laboratories where they performed mOVH under the supervision of one of the three types of instructors. Students were assessed performing mOVH using a validated 22-item rubric and completed a survey about their experience. GP <3 group students achieved lower total rubric scores than GP >3 group students (p = .021). Surgeon-taught students' scores did not differ from those taught by GP >3 (p = .685) or GP <3 (p = .052). GP <3 group students were more likely to require remediation than those taught by surgeons (p = .001); there were no differences between the other groups (surgeons vs. GP >3 p = .44; GP <3 vs. GP >3 p = .11). Students reported similar satisfaction with their instruction. Instructors with over 3 years' experience teaching mOVH had better student learning outcomes compared to instructors with under 3 years of experience. While mOVH teaching experience did influence learning, the instructor's completion of a surgical residency did not. The results of the study indicate a need for more extensive training for new surgical skills instructors and demonstrates that GPs with experience teaching surgical skills are suitable instructors for teaching ovariohysterectomy on a model. This study indicates a need for more extensive training for new surgical skills instructors and demonstrates that GPs with experience teaching surgical skills are suitable instructors for teaching ovariohysterectomy on a model.

IPA기법을 이용한 예비교사의 에듀테크 역량에 대한 인식 연구

This study aimed to identify and propose key areas and factors of EdTech Competencies required for teachers through a literature review and analysis. It also investigated prospective teachers’ perceptions of each factor, providing statistical insights and implications. The results are as follows. First, the literature review and analysis identified 7 areas and 22 factors for EdTech Competencies. Among these, a survey was conducted with 19 questions covering 6 areas that prospective teachers found appropriate. Second, prospective teachers recognized skills in digital citizenship instruction, digital equipment usage, digital copyright and intellectual property rights compliance, data management skills, and learning and staying updated on the latest EdTech trends as important factors. Third, prospective teachers reported that among various factors, data security and privacy protection, software and hardware problem-solving skills, AI-based learning support skills, and creative content production skills were relatively lacking. Fourth, according to the IPA results, the main EdTech Competencies required by prospective teachers include the ability to solve software or hardware problems, data management skills, staying updated on the latest EdTech trends, peer learning and community participation, creative content creation skills, and AI-based learning support. Fifth, effective utilization of EdTech requires guidelines on balancing digital and non-digital classes while managing students' digital dependency. This study offers useful insights into designing and developing educational programs focused on EdTech competency diagnostics and enhancement.

Investigating the Importance of Teacher Behaviors in Educational Process at Secondary Schools of Lahore

The importance of teachers’ behaviors in educational process and their impact on students learning outcomes have been studied in this article. A descriptive survey study design acquired data from 250 students and 28 teachers using validated questionnaires of high reliability. Overall, Cranach’s Alpha was .84. Objectives were to explore teachers' behaviors, their effects on student learning, what affects those behaviors, and how those behaviors might be enhanced. A 5-point Likert scale was employed to measure responses which are presented statistically using descriptive statistics, t-tests, and ANOVA, using SPSS V-29. Results indicated a high level of agreement on the significance of behaviors, such as the teacher’s being on time, being fair, showing respect, and engaging students, with the highest mean score obtained for the teacher effecting positive influence on the learning environment (M=1.80, SD=1.21). No significant differences in perceptions by gender, age or mother tongue were found. Locality was, however, shown to be an important factor (p&lt;0.05), with urban respondents differing slightly from rural ones in their views. The results underline the importance of teacher behaviors in creating effective learning environments. Such programs make recommendations of professional development programs that could help to improve teachers’ interpersonal and instructional skill, to have a positive impact on students. Lastly, if we implement these factors, secondary education will significantly improve.

Preferences in Suture Skills Instruction: Virtual Versus In-Person Instruction.

As medical education increasingly incorporates digital methods such as video lectures, e-learning, and virtual meetings, it becomes crucial to evaluate the effectiveness of virtual classrooms in teaching surgical techniques. This study aims to assess whether live virtual classrooms can effectively convey surgical skills to medical students. First- and second-y medical students were randomized to in-person or live-video sessions once a week, for 2wk. Students were taught how to perform simple interrupted sutures with instrument-tying. At the end of the workshop, participants were recorded performing simple interrupted sutures. Postinstruction skills videos, blinded to student group placement, were graded from 1 to 5 based on instrument handling, time, efficiency, tissue handling, wound closure, and overall technique. Out of 114 enrolled students, 42 completed the workshop. Notably, the virtual group had a significantly higher proportion of dropouts than the in-person group. Rubric scores showed no significant differences in various skill categories between the two groups. While both groups acknowledged the helpfulness of their respective methods, a majority expressed a preference for in-person instruction. The postcourse survey revealed that students valued in-person instruction for real-time feedback and multiple-angle demonstrations. This study demonstrates that video instruction may be equally effective in improving students' surgical technique compared to live sessions. However, it also highlights a clear personal preference among students for in-person instruction, emphasizing the value of a personalized, hands-on approach and enhanced visibility provided by in-person teaching methods.

Parental Views and Experiences on the Instruction of Safety Skills to Children with ASD

Introduction: The problems in social interaction and communication, limited interest, and repetitive behavior observed in children with autism spectrum disorder (ASD) increase the vulnerability of these children to security risks. Research demonstrated that children with ASD are more vulnerable to security risks when compared to children with typical development. The present study aimed to determine the views and experiences of parents of children with ASD on safety skills and instruction of these skills. Method: The study was designed with the descriptive model. Participants were assigned with the criterion sampling, maximum variation sampling, and convenience sampling methods. The study data were collected from 43 parents in semi-structured interviews and analyzed with the descriptive approach. Findings: More than half of the participants described safety skills as learning the skills that would protect the child, and they previously experienced situations that threatened the safety of their children, and they had taken precautions to ensure the safety of their children by reducing the exposure of their children to dangerous situations or increasing surveillance. A significant number of the participants stated that safety skills could be instructed, while nearly half stated that the children were not instructed safety skills at school. Most participants stated that they had experience in the instruction of safety skills, they usually instructed these verbally or by warning their children, albeit the instruction was challenging. Discussion: It was observed that parents' knowledge, teaching experience, and views on the definition and scope of safety skills were limited. The study findings were generally consistent with the findings reported in the literature. Conclusion: The findings demonstrated that parents did not prioritize the instruction of safety skills and did not assist their children in safe responses and self-protection. The awareness, knowledge, and teaching skills of parents of children with ASD should be improved in terms of safety skills.

An Examination of Methodological Approaches in Applied Technology Classrooms: A Reflective Perspective from Vocational and Training Educators

This research exposes the pertinent methodological considerations regarding digital competence for educators in Vocational Training Applied Technology classrooms. The study employs deductive thematic analysis, a well-established design recognised for effectiveness in examining and validating specific theoretical frameworks. To uphold the thematic analysis's rigour, it incorporates thorough preparation, systematic methodologies, and meticulous record-keeping, particularly when handling extensive datasets. Instruments were used for research in six vocational education and training (VET) institutions with Applied Technology Classrooms (ATCs) in Catalonia's Tarragona, Barcelona, and Lleida provinces. The study included interviews and focus groups with twenty-five participants, and two classes were observed after data collection was processed with the Turboscribe.ai application and uploaded to the ATLAS.ti system Version 24.1.1 for analysis of the participants' discourse. Participants have addressed integrating advanced technologies, including 3D printing, virtual reality, and laser cutting, into the educational framework of ATC as the pivotal seeker to transform and modernise vocational education. This strategic incorporation has the potential to revolutionise teaching methodologies, allowing students to engage in experiential learning and directly apply theoretical knowledge. However, some significant challenges have been identified: (1) the pressing need for VET teachers to improve their digital competencies. (2) Furthermore, there is a need to address the implementation of digital mentorship and training initiatives and the practical digital instructional skills of educators and their official certifications. (3) A frank methodological approach is needed to develop better actions in the ATCs. This research exposes the pertinent methodological considerations regarding digital competence for educators in Vocational Training Applied Technology classrooms. The study employs deductive thematic analysis, a well-established design recognised for effectiveness in examining and validating specific theoretical frameworks. To uphold the thematic analysis's rigour, it incorporates thorough preparation, systematic methodologies, and meticulous record-keeping, particularly when handling extensive datasets. Instruments were used for research in six vocational education and training (VET) institutions with Applied Technology Classrooms (ATCs) in Catalonia's Tarragona, Barcelona, and Lleida provinces. The study included interviews and focus groups with twenty-five participants, and two classes were observed after data collection was processed with the Turboscribe.ai application and uploaded to the ATLAS.ti system Version 24.1.1 for analysis of the participants' discourse. Participants have addressed integrating advanced technologies, including 3D printing, virtual reality, and laser cutting, into the educational framework of ATC as the pivotal seeker to transform and modernise vocational education. This strategic incorporation has the potential to revolutionise teaching methodologies, allowing students to engage in experiential learning and directly apply theoretical knowledge. However, some significant challenges have been identified: (1) the pressing need for VET teachers to improve their digital competencies. (2) Furthermore, there is a need to address the implementation of digital mentorship and training initiatives and the practical digital instructional skills of educators and their official certifications. (3) A frank methodological approach is needed to develop better actions in the ATCs.

Glince About the Outdoor Professional Teacher. What Does it Take to be an Outdoor Teacher?

Glince about The Outdoor Professional Teacher provides a comprehensive overview of the skills and competencies required to be an outdoor teacher. It emphasizes the diverse skills essential for effective outdoor teaching, including technical, interpersonal, and decision-making abilities. The document also discusses the Outdoor Leader Career Development Model (OLCDM) by Mark Wagstaff, which offers a structured framework for understanding outdoor educators' career progression and professional growth. The profile of an outdoor teacher encompasses a wide range of competencies, from environmental understanding and risk management to instructional skills and coaching techniques. The document also highlights the challenges and benefits faced by outdoor educators, emphasizing the need for ongoing professional development and supportive policies. This emphasis is designed to motivate and inspire the audience, underlining the importance of institutionalizing outdoor teaching approaches. Overall, it provides valuable insights into the multifaceted nature of outdoor education and the career development of outdoor educators.

Transdisciplinary Teaching and Social Responsiveness of Teachers in Public Elementary Schools

This study explored the transdisciplinary teaching practices and social responsiveness of teachers in public elementary schools in the Bunawan District, Division of Davao City. It employed a non-experimental quantitative research design, utilizing a correlational method. The sample comprised 132 teachers from public elementary schools, selected through universal sampling. Data analysis was performed using mean, Pearson r, and regression analysis. The findings indicated that teachers exhibited high level of transdisciplinary teaching practices in areas such as project-based learning, standards of learning, instructional practices, and assessment of learning. Similarly, teachers demonstrated a high level of social responsiveness, particularly regarding students' ethnic backgrounds, their role as educators, sensitivity to language, and an inclusive curriculum. The study revealed a significant relationship between transdisciplinary teaching and social responsiveness. Additionally, it was found that various domains of transdisciplinary teaching significantly influenced the social responsiveness of teachers in these schools. Based on these findings, it is recommended that public school teachers may participate in seminars and professional development programs organized by the Department of Education (DepEd) to enhance their instructional skills. These initiatives may focus on fostering professional growth, enriching teaching practices, and promoting rigorous education opportunities that support the academic success of all learners.

ENHANCING MATHEMATICAL LITERACY THROUGH PROBLEM-BASED LEARNING: A MIXED-METHODS ANALYSIS OF STUDENT PERFORMANCE

This study is a descriptive research using a qualitative and quantitative approach (mixed method) aimed at analyzing the mathematical literacy skills of students in Problem-Based Learning (PBL) instruction. The subjects of this study are students who participated in the research. The research instrument is the researcher themselves. Additionally, supporting instruments used in this study include: 1) a mathematical literacy skills test, 2) an observation sheet for the implementation of Problem-Based Learning, and 3) an observation sheet for student activity during learning. The data collected were analyzed using quantitative analysis, where the researcher calculated the mean and standard deviation from the motivation and interest in learning questionnaires. Further, qualitative analysis was conducted by the researcher through data reduction, presenting the data, and drawing conclusions. The results of the study indicate that students' mathematical literacy skills in PBL instruction are excellent.

Assessing Lesotho High Schools Teachers’ Content Knowledge of Teaching Narrative Composition Writing

Proficiency in English narrative composition is essential for developing learners' creative and critical thinking abilities. Teachers frequently face challenges, including insufficient training in narrative techniques, language barriers, and curriculum limitations that prioritise examinations preparation over creative writing. This study employed semi-structured interviews with 15 teachers from three academic specialisations—English Language and Literature, English and Geography, and English and Sesotho—to explore the extent of teachers' knowledge regarding plot structure, character development, and stylistic techniques. Research findings reveal that only five teachers demonstrate high proficiency in these areas, while the majority show moderate to low understanding, particularly in teaching complex narrative structures and indirect characterisation. The research highlights the necessity for focused professional development and curriculum modifications to improve teachers' instructional skills in narrative writing, potentially leading to better student performance and engagement. These insights give direction for the formulation of teacher training and educational policies in Lesotho and comparable multilingual settings.

Exploration on the application of dynamics principles in police physical education curriculum teaching

The police physical education curriculum focuses on the integration of physical training and police skills training, aiming to enhance students’ physical fitness and police skill levels. By reasonably applying the principles of dynamics, teachers can develop more scientific and reasonable training plans, optimizing aspects such as strength training, speed training, endurance training, and skill instruction. The application of dynamics principles not only helps improve students’ physical fitness but also assists teachers in better understanding the mechanical principles involved when students perform movements, thereby enabling more effective skill instruction. Therefore, in the teaching of police physical education, emphasis should be placed on the integration and practice of dynamics principles to improve teaching quality and effectiveness, providing strong support for cultivating high-quality police talents.

From awareness to action: multicultural attitudes and differentiated instruction of teachers in Chinese teacher education programmes

AbstractThe increasing diversity in modern classrooms necessitates that teacher education programmes equip pre-service teachers with skills to create equitable and inclusive learning environments for all students. In response to this imperative, particularly within the Chinese educational context, this study investigated pre-service teachers' multicultural attitudes—including stages of awareness (Know), emotional engagement (Care), and behavioural intentions (Act)—and their differentiated instruction skills. Furthermore, it examined how Chinese teacher education programmes can cultivate these attributes and enhance their alignment. Using a mixed-methods approach, we surveyed 257 pre-service teachers on their multicultural attitudes and 1356 students on their perceptions of their teachers' differentiated instruction skills, supplemented by in-depth interviews with 10 pre-service teachers. Results from descriptive, correlation, and multilevel modelling analyses revealed that pre-service teachers generally possessed positive multicultural attitudes, progressing from initial awareness to empathy and behavioural intention, and were perceived as proficient in differentiated instruction. However, the Know and Act dimensions showed limited direct relationships with student-perceived differentiated instruction practices, highlighting an 'intention-action gap'. Content analysis identified several essential components of teacher education for enhancing pre-service teachers' multicultural competence and bridging this gap, including specialized formal training, reflection activities, and practical application opportunities. These findings advocate for a shift towards more personalized, experiential, and reflective learning environments in Chinese teacher education programmes to better align multicultural attitudes with effective differentiated instruction implementation.

Collaborative Feedback in Enhancing Master Level English Specializing Students’ Instructional Skills

This study was conducted after identifying problems in the micro-teaching activities of M.Ed. fourth-semester English specializing students studying at Central Department of Education, Tribhuvan University in 2078 and 2079. The majority of the students had weaknesses in lesson planning, presentation, material selection, teaching strategies, text development and evaluation. As the internal supervisor, I proposed using collaborative feedback to address these issues. The study aimed to assess the effectiveness of collaborative feedback in improving students' instructional skills and engagement. Using a Participatory Action Research (PAR) design and involving 22 students in nine rounds of micro/peer teaching, data were collected through peer/teacher evaluations, classroom observations of each student, and Focus Group Discussions (FGDs). The data were analyzed thematically. The findings indicate that collaborative feedback helped students identify their areas of strengths and weaknesses in presentation skills, classroom interaction, and material construction and use leading to better lesson planning, teaching strategies and overall teaching skills. Collaborative feedback offered opportunities for learning from others, increased motivation and receptivity to feedback.

Digital ambitions vs. classroom reality in Norwegian lower secondary schools: What digital competencies are students developing over time?

Despite high political ambitions, the increased use of digital technology in lower secondary school has resulted in little indication of the advanced use of digital skills. Drawing on video-recorded lessons (N = 29) from five schools in Norway over time and across two national curricula, this study mapped the opportunities students had to develop digital skills in English classrooms. The findings provide nuanced insight into the instruction of digital skills in highly digitalised schools. Despite a slight increase in digital skills after the 2020 reform, our findings indicate that digital ambitions in the curriculum were not reflected in classroom reality.

Educational competencies for telehealth physical therapy: Results of a modified Delphi process.

Telehealth is becoming more prevalent in physical therapy, involving a whole host of clinical services. These services are often provided without structured training in telehealth, and no formal curricula currently exist for this purpose. To develop a set of educational competencies (ECs) to guide instruction of telehealth-related skills in entry-level programs (i.e., Doctor of Physical Therapy), existing programs (i.e., residencies and fellowships), and potential future post-graduate programs specific to telehealth physical therapy. Physical therapists and physical therapist assistants from diverse geographic locations and practice areas were invited to participate on an expert panel. A modified Delphi process was then used to evaluate the acceptability of draft ECs gathered from the extant literature by a steering group. Draft ECs were presented to the expert panel on a questionnaire, which asked expert participants to rate each draft EC according to applicability and clarity. Draft ECs were accepted if they met a priori established criteria for acceptability and clarity. Unendorsed ECs were revised by the steering group according to open-ended comments from respondents and presented during a subsequent round. Three rounds of surveys were undertaken. Thirty-eight participants formed the expert panel; 38 participants completed the Round 1 survey, 28 participants completed the Round 2 survey, and 24 participants completed the Round 3 survey. Delphi group members approved 48 ECs in the first round, 23 ECs in the second round, and 2 ECs in the third round. There were 4 ECs that remained unendorsed after the modified Delphi process. Endorsed ECs spanned 7 conceptual areas. Distinct sets of ECs characterized expected end points of first professional degree, existing residency and fellowship, and potential future telehealth physical therapy post-graduate program. Consensus-based ECs identified in this study may guide instruction in knowledge and skills relevant to physical therapy telehealth.

The Mediating Effect of Coaching and Mentoring Competencies in the Relationship between Instructional Skills and Job Performance of Teachers

This study determined the mediating effect of coaching and mentoring competencies on the relationship between instructional skills and job performance of teachers. The quantitative research design of descriptive-correlational type of study was employed in this study and a sample of 300 teachers was taken randomly from the current teachers in the public junior high schools of Island Garden City of Samal division. Modified questionnaires were used to gather participant data, which underwent content validity and reliability analysis. The data were analyzed using the Mean, Pearson-r, and Multiple Regression Analysis. The results reveal that the levels of coaching and mentoring competencies are high, and the respondents' instructional skills and job performance are very high. Moreover, a significant relationship existed between these variables. A significant relationship between instructional skills and coaching and mentoring competencies was significant. A significant relationship between coaching and mentoring competencies and job performance was statistically significant. A significant relationship between instructional skills and job performance was also significant. The extent of the influence of predictor variables on job performance of teachers was proven in the study. This implies that coaching and mentoring significantly enhance teachers' instructional skills, leading to improved job performance, emphasizing the importance of structured support and collaboration in professional development.

Teachers’ Perceptions and Practices of Integrating Critical Thinking Skills when Teaching Reading

The aim of this study is to explore teachers’ perceptions and practices of instilling critical thinking skills in reading instruction, to enhance students’ reading comprehension. It also identifies perceived challenges that hinder the practice of critical thinking skills in reading classes. Methodology. The research was carried out at Hawassa University in Ethiopia, using a descriptive survey design and an explanatory mixed-methods approach to collecting data. Forty out of a total of fifty-two English educators and three reading teachers participated in this study. The questions were randomly selected. Texts used in quizzes, mid-term exams and final exams were chosen, to evaluate the texts in which teachers integrated critical thinking skills into classroom reading activities and assessments. Quantitative data was gathered through questionnaires, while qualitative data was obtained through document analysis. Statistical analysis was conducted using Statistical Package for the Social Sciences (SPSS), version 24, and content analysis was used for the qualitative data. Results. The survey results revealed that teachers had a moderate level of perception with regard to integrating critical thinking skills (m=3.59) and identified student-related challenges (m= 3.76) as significant obstacles to the practice of critical thinking skills. The results of document analysis indicated that the practice of critical thinking skills was infrequent. It can be concluded that teachers' conceptual perception at moderate level was not sufficient to incorporate critical thinking skills into reading instruction in order to enhance students' reading comprehension. Therefore, it is imperative to train teachers in the integration of critical thinking skills in an interactive reading curriculum to motivate and engage students and help them comprehend reading skills in greater depth. Further research is recommended to explore the impact of teachers' perceptions of critical thinking skills on students' reading comprehension.