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How to Teach Critical Thinking in the Digital Age: Effective Strategies and Techniques

In today’s rapidly evolving digital landscape, the ability to think critically has become increasingly important for individuals of all ages. As technology advances and information becomes more readily available, it is essential for teachers to adapt their methods to effectively teach critical thinking skills in the digital age.

However, the task of teaching critical thinking can prove challenging. Research from Daniel Willingham , a professor of psychology at the University of Virginia, suggests that students may struggle to apply these skills across different subjects and contexts. Nonetheless, with the right strategies and resources, educators can successfully incorporate critical thinking into their digital learning experiences , empowering their students to navigate the complex world of information.

The Importance of Critical Thinking in the Digital Age

In the digital age, we are constantly surrounded by information from various sources, making it essential for individuals to develop critical thinking skills in order to effectively evaluate the credibility and relevance of the content they consume. Furthermore, critical thinking helps people think through problems and apply the right information when developing solutions.

One of the challenges that the digital age presents is the need to differentiate factual and fake information. With the rise of social media and digital platforms, it becomes increasingly easy for false or misleading information to spread quickly. As a result, being able to discern between reliable and unreliable sources becomes an essential skill (The Tech Edvocate) .

In addition, critical thinking skills are vital in the workforce, as employees are expected to be effective problem solvers, innovative thinkers, and strong communicators. Possessing strong critical thinking skills prepares individuals to thrive in a constantly changing environment, as they can adapt to new situations, understand different perspectives, and make educated decisions.

Teaching critical thinking from a young age is crucial. Educators can use various strategies and techniques to integrate critical thinking in their lessons, such as using open-ended questions, encouraging students to evaluate sources, and promoting group work where students can learn from each other (Forbes) .

Challenges Faced in Teaching Critical Thinking Online

Teaching critical thinking skills online can be a challenging task for educators due to numerous obstacles. This section discusses the challenges of teaching critical thinking, focusing on difficulties such as information overload and technology distractions.

Information Overload

In the digital age, online students have access to an overwhelming amount of information. This can lead to difficulty in focusing on critical thinking exercises and applying those skills to new subject areas, as students struggle to navigate the vast online landscape of resources and materials.

Information overload can impede the development of effective critical thinking skills, as students find it more difficult to discern credible resources and make informed judgments. Educators must guide students in selecting appropriate resources and actively engage them in critical reflection on the information they encounter.

Technology Distractions

Another challenge in teaching critical thinking online is the presence of technology distractions. Online learners have to manage their time and attention across multiple devices and platforms, which can detract from their engagement with the learning material.

These distractions impact students’ ability to concentrate on critical thinking tasks and apply learned strategies. Additionally, constant multitasking can reduce the effectiveness of online learning, as students must split their focus between different tasks without giving their full attention to any one subject.

To mitigate technology distractions, educators can incorporate strategies such as limiting the use of technology during specific times, promoting time management skills, and offering engaging multimedia content. They can also foster a structured and supportive online learning environment, which encourages students to practice critical thinking throughout their coursework.

Techniques for Teaching Critical Thinking

Asking open-ended questions.

One effective technique for teaching critical thinking is to ask open-ended questions. These questions require more thought and exploration than simple yes or no answers, prompting students to critically analyze the issue at hand. Incorporating open-ended questions into lessons can encourage a deeper level of engagement and understanding in various subjects.

Debate and Discussion

Another valuable method for teaching critical thinking skills is to promote debate and discussion in the classroom. Through debates and discussions, students learn to listen to diverse perspectives, analyze arguments, and develop their own informed opinions. Encouraging students to express their ideas and engage with their peers in a respectful and thoughtful manner can foster a culture of critical thinking in the classroom.

Case Studies and Real-World Applications

Using case studies and real-world applications can help students develop critical thinking skills by connecting the material with real-life scenarios. When students analyze case studies, they can practice solving complex problems and applying the theoretical concepts they have learned to make informed decisions. Additionally, incorporating real-world examples and applications in lessons can make the learning experience more engaging and relevant for students.

Teaching Argument Evaluation

Teaching students how to evaluate arguments is an essential aspect of fostering critical thinking skills. By teaching them to identify the strengths and weaknesses of different arguments, students can better understand the nuances of logic and reasoning. This skill is especially crucial in the digital age, where students are often exposed to various sources of information, both reliable and unreliable. By developing their argument evaluation skills, students will be better equipped to navigate and assess the credibility of information they encounter online and in everyday life.

Digital Tools for Enhancing Critical Thinking

Teaching critical thinking in the digital age can be facilitated by leveraging digital tools that promote active learning and deeper engagement. This section explores various digital tools that can enhance critical thinking skills in students, including interactive learning platforms and collaboration and communication tools.

Interactive Learning Platforms

Interactive learning platforms help students develop critical thinking skills by engaging them in challenging activities that require problem-solving, analysis, and evaluation. These platforms often incorporate game-based elements and multimedia content to stimulate interest and maintain motivation.

For example, digital storytelling can be used to promote reflection, analysis, and synthesis skills in students. By creating and sharing their stories, students can critically assess their beliefs, values, and experiences, while comparing and contrasting them with their peers’ perspectives.

Collaboration and Communication Tools

Collaborative tools, such as online discussion forums, video conferencing, and shared documents, facilitate opportunities for students to exchange ideas, brainstorm solutions, and develop arguments on various topics. These tools foster critical thinking by encouraging students to analyze and evaluate different perspectives.

For instance, implementing project-based learning activities encourages students to work together, research, analyze data, and propose solutions to real-world problems. Through this collaborative process, students refine their critical thinking skills while learning how to communicate effectively and resolve conflicts.

Another example is the use of video conferencing tools, such as Zoom or Google Meet, for online debates or panel discussions. These sessions enable students to take a deep dive into topics and engage in structured discussions that challenge their assumptions and hone their critical thinking abilities.

Overall, integrating digital tools in the teaching process can effectively promote critical thinking in students, preparing them to thrive in the digital age.

Assessing Students’ Critical Thinking Skills

Assessing students’ critical thinking skills in the digital age requires a combination of formative and summative assessment methods. This section will outline these methods and explain how they can effectively be applied in the classroom.

Formative Assessment Methods

Formative assessment methods focus on continuous feedback and monitoring of students’ progress during the learning process. These methods aim to identify areas where students may require additional support or instruction. Some formative assessment methods for critical thinking skills include:

Think-Pair-Share: An activity in which students think about the topic or question, discuss their thoughts with a partner, and then share their ideas with the whole class. This encourages students to evaluate different perspectives and revise their thinking accordingly.
Questioning Techniques: Employing open-ended and higher-order questioning strategies can stimulate students’ critical thinking skills, prompting them to analyze, synthesize, and evaluate information. Examples of these questions can be found here .
Peer Review: Students provide feedback on each other’s work by identifying strengths, weaknesses, and areas for improvement. This encourages self-reflection and fosters a collaborative learning environment.

Summative Assessment Methods

Summative assessments measure students’ critical thinking skills at the end of a unit, course, or academic year. These assessments aim to determine students’ level of competence and measure their growth over time. Some summative assessment methods for critical thinking include:

Performance-Based Assessments: These assessments require students to apply their critical thinking skills to complete a task or solve a problem. Examples include case studies, debates, and presentations.
Essay Examinations: Essay exams provide an opportunity for students to demonstrate their critical thinking skills through written analysis, synthesis, and evaluation of information.
Digital Assessments: Digital assessments can be used to assess critical thinking skills by incorporating multimedia elements, interactive features, and real-time feedback. Examples can be found at ExamSoft .

By integrating both formative and summative assessment methods, educators can provide a comprehensive and accurate understanding of students’ critical thinking abilities in the digital age.

Continuous Improvement and Adaptation

In the digital age, it is crucial for educators to promote continuous improvement and adaptation in the development of critical thinking skills. As technology and information evolve rapidly, teachers must actively engage students in reflecting on their learning process and adjusting their strategies accordingly.

A useful approach to foster continuous improvement is to encourage students to set goals, reflect on their progress and actively seek feedback. This process can be facilitated through digital tools such as online discussions, project-based learning, and gamification .

Furthermore, educators can:

Implement mini research assignments that challenge students to investigate topics further and engage in self-guided exploration.
Introduce debates or collaborative projects that require students to apply critical reasoning and consider multiple perspectives.
Use active learning methods such as brainstorming sessions, trainings, and case studies to encourage students to analyze and evaluate information before drawing conclusions.

Taking advantage of digital resources, teachers can create an environment where students continuously refine their critical thinking abilities and adapt to the ever-changing digital landscape. By implementing these strategies, educators will better prepare students to effectively navigate and contribute to the digital age.

In the digital age, teaching critical thinking skills requires the incorporation of effective instructional strategies and innovative technologies. Engaging learners in activities such as data collection, analysis , and group discussions promotes a dynamic learning environment where students can develop and sharpen their thinking abilities.

Teachers should consider multiple methods to facilitate the development of critical thinking. By integrating different teaching approaches , educators can create a rich and diverse educational experience for their students. This may include the use of various digital tools, such as collaborative platforms, serious games, and immersive technologies, which enhance the learning process and keep the students motivated and engaged.

Adaptability and continuous professional improvement are essential aspects for educators striving to foster critical thinking skills in a digital age. By staying up-to-date with current trends and research , as well as incorporating new instructional approaches and technologies, teachers will be better equipped for navigating and succeeding in the rapidly evolving educational landscape.

Ultimately, empowering learners with robust critical thinking skills will not only prepare them for academic success but also help them become responsible digital citizens who can make informed decisions in a highly interconnected world. By embracing the opportunities that digital technologies provide and adapting teaching practices accordingly, educators can truly make a lasting impact on their students’ lives.

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Distance Learning

Using technology to develop students’ critical thinking skills.

by Jessica Mansbach

What Is Critical Thinking?

Critical thinking is a higher-order cognitive skill that is indispensable to students, readying them to respond to a variety of complex problems that are sure to arise in their personal and professional lives. The cognitive skills at the foundation of critical thinking are analysis, interpretation, evaluation, explanation, inference, and self-regulation.

When students think critically, they actively engage in these processes:

Communication
Problem-solving

To create environments that engage students in these processes, instructors need to ask questions, encourage the expression of diverse opinions, and involve students in a variety of hands-on activities that force them to be involved in their learning.

Types of Critical Thinking Skills

Instructors should select activities based on the level of thinking they want students to do and the learning objectives for the course or assignment. The chart below describes questions to ask in order to show that students can demonstrate different levels of critical thinking.

*Adapted from Brown University’s Harriet W Sheridan Center for Teaching and Learning

Using Online Tools to Teach Critical Thinking Skills

Online instructors can use technology tools to create activities that help students develop both lower-level and higher-level critical thinking skills.

Example: Use Google Doc, a collaboration feature in Canvas, and tell students to keep a journal in which they reflect on what they are learning, describe the progress they are making in the class, and cite course materials that have been most relevant to their progress. Students can share the Google Doc with you, and instructors can comment on their work.
Example: Use the peer review assignment feature in Canvas and manually or automatically form peer review groups. These groups can be anonymous or display students’ names. Tell students to give feedback to two of their peers on the first draft of a research paper. Use the rubric feature in Canvas to create a rubric for students to use. Show students the rubric along with the assignment instructions so that students know what they will be evaluated on and how to evaluate their peers.
Example: Use the discussions feature in Canvas and tell students to have a debate about a video they watched. Pose the debate questions in the discussion forum, and give students instructions to take a side of the debate and cite course readings to support their arguments.
Example: Us e goreact , a tool for creating and commenting on online presentations, and tell students to design a presentation that summarizes and raises questions about a reading. Tell students to comment on the strengths and weaknesses of the author’s argument. Students can post the links to their goreact presentations in a discussion forum or an assignment using the insert link feature in Canvas.
Example: Use goreact, a narrated Powerpoint, or a Google Doc and instruct students to tell a story that informs readers and listeners about how the course content they are learning is useful in their professional lives. In the story, tell students to offer specific examples of readings and class activities that they are finding most relevant to their professional work. Links to the goreact presentation and Google doc can be submitted via a discussion forum or an assignment in Canvas. The Powerpoint file can be submitted via a discussion or submitted in an assignment.

Pulling it All Together

Critical thinking is an invaluable skill that students need to be successful in their professional and personal lives. Instructors can be thoughtful and purposeful about creating learning objectives that promote lower and higher-level critical thinking skills, and about using technology to implement activities that support these learning objectives. Below are some additional resources about critical thinking.

Additional Resources

Carmichael, E., & Farrell, H. (2012). Evaluation of the Effectiveness of Online Resources in Developing Student Critical Thinking: Review of Literature and Case Study of a Critical Thinking Online Site. Journal of University Teaching and Learning Practice , 9 (1), 4.

Lai, E. R. (2011). Critical thinking: A literature review. Pearson’s Research Reports , 6 , 40-41.

Landers, H (n.d.). Using Peer Teaching In The Classroom. Retrieved electronically from https://tilt.colostate.edu/TipsAndGuides/Tip/180

Lynch, C. L., & Wolcott, S. K. (2001). Helping your students develop critical thinking skills (IDEA Paper# 37. In Manhattan, KS: The IDEA Center.

Mandernach, B. J. (2006). Thinking critically about critical thinking: Integrating online tools to Promote Critical Thinking. Insight: A collection of faculty scholarship , 1 , 41-50.

Yang, Y. T. C., & Wu, W. C. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers & Education , 59 (2), 339-352.

Insight Assessment: Measuring Thinking Worldwide

http://www.insightassessment.com/

Michigan State University’s Office of Faculty & Organizational Development, Critical Thinking: http://fod.msu.edu/oir/critical-thinking

The Critical Thinking Community

http://www.criticalthinking.org/pages/defining-critical-thinking/766

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9 responses to “ Using Technology To Develop Students’ Critical Thinking Skills ”

This is a great site for my students to learn how to develop critical thinking skills, especially in the STEM fields.

Great tools to help all learners at all levels… not everyone learns at the same rate.

Thanks for sharing the article. Is there any way to find tools which help in developing critical thinking skills to students?

Technology needs to be advance to develop the below factors:

Understand the links between ideas. Determine the importance and relevance of arguments and ideas. Recognize, build and appraise arguments.

Excellent share! Can I know few tools which help in developing critical thinking skills to students? Any help will be appreciated. Thanks!

Pingback: EDTC 6431 – Module 4 – Designing Lessons That Use Critical Thinking | Mr.Reed Teaches Math
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Brilliant post. Will be sharing this on our Twitter (@refthinking). I would love to chat to you about our tool, the Thinking Kit. It has been specifically designed to help students develop critical thinking skills whilst they also learn about the topics they ‘need’ to.

Global Cognition

Critical thinking and the internet: skills for a new era.

by Winston Sieck updated September 12, 2021

symbolizing critical thinking and the internet

Learning has gotten complicated.

We often need to answer challenging technical and scientific questions to get by in our everyday life.

The web has become the default means to get those answers. Yet learning from the internet is fraught with difficulty.

Searching, sorting, and synthesizing the convoluted maze of potential answers requires a special set of critical thinking skills , tailored to the internet age.

How can we bring critical thinking and the internet together?

Are there specific cognitive skills that we can measure and teach?

Lucia Mason, Nicola Ariasi, and Angela Boldrin of the University of Padova conducted a study on critical thinking and the internet. They published their findings in, “Learning and Instruction.”

The researchers used a think-aloud method to uncover the critical thinking skills students used when employing the web to delve into a controversial and unfamiliar topic. In a think-aloud method , study participants say everything that goes through their mind while completing a task.

The researchers hypothesized that certain aspects of critical thinking are particularly relevant in the web context. The cognitive skills that Mason and colleagues investigated are closely related to beliefs about knowledge and learning itself .

In Mason’s study, participants scoured the Web to try to address the question, “Can the continual use of mobile, or cell, phones be a health hazard?”

They were also told that they would need to write an essay afterwards.

The topic is typical of tough issues we often face. It’s complex and personal. A good understanding of the answer requires us to learn a bit about electromagnetic fields and their relation to human physiology. How we answer affects our communication choices in no small way.

After collecting the data, Mason’s team studied transcripts of the participant’s thought processes, and created a rubric for critical thinking and the internet.

The researchers classified aspects of critical thinking that they expected to influence learning from the internet.

Mason’s team also graded the degree of sophistication of the thought processes. Their rubric highlights a decent set of critical thinking skills for the internet that you can draw on and use yourself:

Judging the Credibility of Websites

Three general approaches you might use to evaluate sources on the internet are:

Less sophisticated : Sites that are more popular have credible information (not recommended!)
Relatively sophisticated : Credible sites are those that are established authorities on the topic (e.g. a ministry of health), and are relatively free of bias
More sophisticated : Seek out websites for scientific research institutes as most credible (for a science question, anyway)

Examining Justifications for Specific Claims

Critical thinking skills for examining specific claims students find on the web include the following:

Relatively sophisticated : Check whether the facts agree with what you already know to be true. For example, for the cell phone problem does a claim about electromagnetism fit with what you learned in school?
More sophisticated : Look for the scientific evidence. Is the claim justified by scientific research that was carried out to address the issue?

Pulling all the Facts Together

A good study tip is to pull together ideas from different sources. But you want to do it in a deep way:

Less sophisticated . Are you just using multiple sources to “add up” your knowledge? This approach doesn’t take into account that the sites may offer conflicting stories (perhaps in subtle ways) about what’s going on.
Relatively sophisticated . Compare the information that you find, both in terms of the basic facts and the overall story the facts are used to tell. If there is some opposition, check up on the specific point of disagreement and see what you can resolve for yourself.
More sophisticated . In addition to your own comparisons, what discussion is there about the level of consensus among scientists on key points? My personal experience is that scientists always seem to find nuances to disagree about, no matter how much has been learned in their field. Relatively strong agreement among scientists on a specific claim can give you a pretty good feeling about it.

OK, there’s a handy rubric to use in your lessons involving critical thinking and the internet.

But, is it useful?

Do people who spontaneously use the relatively and more sophisticated strategies actually learn more from the web?

Mason and her team found that they did.

The researchers analyzed the correlation between sophistication of strategies revealed in the think aloud protocols with the quality of the final essays written and graded after the study.

The participants who tended to engage in more sophisticated critical thinking in the internet learning session, performed better on the essay test.

Being able to effectively learn from the web is essential in modern life.

Fortunately, there appear to be a few general thinking skills that students can master to get the most out of the wealth of information on the web. Fostering these skills is a useful step to bring critical thinking and the internet together.

Image Credit: bill2499

Mason, L., Ariasi, N., & Boldrin, A. (2011). Epistemic beliefs in action: Spontaneous reflections about knowledge and knowing during online information searching and their influence on learning Learning and Instruction, 21 (1), 137-151 DOI: 10.1016/j.learninstruc.2010.01.001

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About Winston Sieck

Dr. Winston Sieck is a cognitive psychologist working to advance the development of thinking skills. He is founder and president of Global Cognition, and director of Thinker Academy .

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Assessing Critical Thinking in the Digital Era

The Importance of Assessment

However, while critical thinking is widely recognized as an essential skill, it can be challenging for higher education institutions to quantify or measure how well students have learned it. Assessment is a vital and dynamic component of teaching knowledge, skills, and competencies. It informs program and institutional improvement, providing invaluable information that administrators, faculty, and staff can use to make data-driven decisions that lead to better student outcomes.

One of the key difficulties in assessing critical thinking is defining what it is and how it should be measured. Critical thinking is a complex skill that involves the ability to analyze and evaluate information, think creatively, and make reasoned judgments, as Richard Paul and Linda Elder outline in their 2019 publication . It is not a single skill that can be easily quantified or measured through traditional assessments. As a result, educators have had to develop more nuanced approaches to evaluating critical thinking skills, such as project-based assessments and open-ended questions that require students to demonstrate their reasoning and problem-solving abilities.

While critical thinking is widely recognized as an essential skill, it can be challenging for higher education institutions to quantify or measure how well students have learned it.

Another challenge in measuring critical thinking is ensuring that assessments are fair and unbiased. Assessments that are overly reliant on multiple-choice questions or rote memorization can unfairly disadvantage students who may excel in other areas of critical thinking.

For these reasons, educators need effective assessment methods that accurately measure critical thinking skills in a variety of contexts. These assessments should use consistent and objective criteria to ensure that all students are given equal opportunities to demonstrate their abilities.

However, building such assessment tools and overcoming the barriers associated with measuring critical thinking places a large and sometimes overwhelming administrative burden on faculty and staff. Unfortunately, there can be a negative impact on student performance when faculty members must allocate more time and resources to handling administrative tasks than to teaching courses and supporting learner success.

A Partnership Between Industry and Academia

The need for critical thinking assessment tools is being addressed through a recent partnership between various higher education institutions and Peregrine Global Services, an education technology company specializing in assessment and instructional solutions. Peregrine recently launched its Critical Thinking Assessment to help colleges and universities evaluate this important skill.

To ensure that the assessment tool would meet the specific needs of the higher education community, the company developed its Peregrine Partner Program, which involved beta testing the tool with programs of varying sizes and types during the fall of 2022 and the spring of 2023. Each educational partner provided valuable feedback on how to present data to help schools make informed decisions, how to remove administrative burdens associated with assessment, and how to foster a culture of quality.

The partnership between Peregrine and the higher education institutions has led to several unforeseen advancements in technology. These include the ability to analyze exam data by course, cohort, or program, as well as the implementation of blind scoring to remove scoring bias. The new tool also adopts an innovative approach to assessing critical thinking and generating the data necessary to analyze exam results. For example, schools will be able to sort and filter data by levels of higher-order thinking.

The Critical Thinking Assessment uses a standardized rubric covering six critical thinking subcriteria and provides institutions with the flexibility to customize the exams to meet their needs. Academic programs can tailor the service to cover specific disciplines and assess varying levels of higher-order thinking. Learners receive scenarios randomly, ensuring a unique testing experience for each student.

The system auto-scores multiple-choice questions, while designated program faculty and assessment administrators use a rubric to manually score open-ended items. The short case studies and scenario questions are written and validated by subject matter experts with practical and teaching experience in each specific discipline.

“The Critical Thinking Assessment helps make assessment a facultywide effort, where everyone has buy-in,” says Melodie Philhours, associate professor of marketing and director of assessment at Arkansas State University’s Neil Griffin College of Business in Jonesboro. “The assessment tool significantly reduces the time and resources required for assessment, allowing faculty to focus on teaching and improving student learning outcomes. One of the most significant benefits has been the removal of the administrative burden related to compiling and entering the data, as the results are readily available after the assessment is fully scored.”

At the Forefront of Disruption

The collaboration between Peregrine and its partner schools will benefit not only the institutions involved, but also the broader field of education. Any time higher education and the technology sector can work together, they will drive innovation and disruption, ultimately leading to better learner outcomes. With the Critical Thinking Assessment tool, Peregrine aims to help higher education institutions assess not just retained knowledge, but also acquired skills and competencies.

In the future, Peregrine plans to incorporate AI into the assessment and build an aggregate pool, so schools can compare their results over periods of time, internally and externally, allowing them to benchmark against schools with similar demographics. Until then, Peregrine is offering the tool to schools as a course-level assessment they can use in their overall assessment portfolio.

The partnership between Peregrine and universities highlights the potential for industry and academia to come together to address the challenges faced by higher education. It demonstrates that when universities are at the forefront of disrupting education in a positive manner, they can move along with technology rather than lag behind it.

critical thinking
partnerships

Re-thinking Critical Digital Literacies in the Context of Compulsory Education

First Online: 13 February 2024

Cite this chapter

Anastasia Gouseti 5 ,
Liisa Ilomäki 6 &
Minna Lakkala 6

147 Accesses

Digital technology use has become deeply embedded in everyday schooling and various technology-mediated practices have been adopted to facilitate teaching, learning, communication and collaboration. At the same time there has also been a rapid take-up of digital technology in the lives of children and young people. The importance of developing digital competences is well recognised by policy-makers and a range of frameworks are available. Even so, these often tend to focus predominantly on basic technical skills and a few key issues like e-safety or information literacy, and do not capture the complexity and multidimensionality of teachers and students’ current digital practices. In this chapter we argue that critical digital literacies (CDL) need to be framed within the range of social, economic and political factors that underpin digital engagement in the twenty-first century and we present a new CDL framework created for an innovative EU-funded, international research collaboration. Whilst our account of CDL builds on previous work that explores the intersections between ‘digital’ and ‘literacy’, what makes it novel is that it introduces a more open-ended approach towards capturing the different dimensions, such as societal, that can be associated with CDL practices within and outside classrooms. In particular, we view this new CDL framework as more responsive to current digital contexts and practices while at the same time it accommodates some emerging phenomena, which we suggest are key to reconceptualising CDL. We also consider the uncongenial rhetoric of transformation and its impact on how CDL is operationalized in classrooms. We end this chapter by considering the implications that re-thinking CLD in light of this new framework has for research, teaching and policy making globally.

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Teaching Critical Thinking in the Digital Age

As technology becomes increasingly integrated into our daily lives, it is important to recognize its impact on education. The digital age presents both opportunities and challenges for educators, particularly when it comes to teaching critical thinking. In this blog post, we will explore the art of teaching critical thinking in the digital age and discuss some strategies for incorporating technology into the classroom.

Understanding critical thinking, the importance of critical thinking, challenges of teaching critical thinking in the digital age, is technology producing a decline in critical thinking and analysis, how critical thinking is important to media and digital literacy, 1. encourage questioning, 2. use educational technology, 3. incorporate gamification, 4. teach ai prompt engineering, 5. incorporate technology into lesson plans, 6. encouraging active engagement with digital media, 7. teaching the art of questioning, 8. encouraging independent research, 9. fostering collaborative learning, teaching in the era of chatgpt, 1. analyzing and interpreting data, 2. evaluating arguments and evidence, 3. solving problems and making decisions, 4. generating hypotheses and testing them, 5. identifying patterns and relationships, 6. making connections between different ideas or concepts, q: what is critical thinking in the digital age, q: what is the art of critical thinking, q: what is digital critical thinking, q: what are the thinking skills in the digital age.

Critical thinking is a cognitive skill that involves the ability to analyze, evaluate, and synthesize information to make reasoned and logical decisions. It is a multifaceted process that requires the individual to engage in independent and reflective thinking. Critical thinking involves asking questions, identifying assumptions, analyzing arguments, and drawing conclusions based on evidence.

It also involves the ability to identify biases and recognize the limitations of one’s knowledge and understanding. The development of critical thinking skills is crucial for individuals to navigate complex issues and make informed decisions in various aspects of life.

Furthermore, critical thinking is essential in the digital age where there is an abundance of information and misinformation, and individuals need to be able to analyze and evaluate digital content critically. The ability to think critically is a lifelong skill that is valuable in all aspects of life, including education, career, and personal relationships.

Critical thinking is a valuable skill that enables individuals to analyze information, make informed decisions, and solve complex problems. In today’s rapidly changing world, critical thinking is more important than ever. With the abundance of information available at our fingertips, it is essential that we teach students how to think critically so they can navigate this information landscape effectively. You may further check this article from futurelearn.com on the importance of critical thinking .

While technology can be a powerful tool for teaching critical thinking, it also presents some unique challenges. One of the biggest challenges is the overwhelming amount of information available online. With so much information, it can be difficult for students to determine what is credible and what is not. Additionally, technology can be a distraction, making it difficult for students to focus on the task at hand.

The use of technology has become ubiquitous in our daily lives, including in education. However, some have expressed concerns that technology is producing a decline in critical thinking and analysis skills. Critics argue that technology has made it easier for individuals to access information without having to engage in critical analysis, resulting in a generation of individuals who are more likely to accept information at face value without questioning its validity.

Additionally, the abundance of digital distractions, such as social media and video games, can lead to a lack of focus and decreased attention span, which may impede the development of critical thinking skills. However, others argue that technology can also be used as a tool to enhance critical thinking and analysis, as well as to provide access to a wealth of information that can be analyzed and evaluated.

Ultimately, the impact of technology on critical thinking and analysis is complex and multifaceted, and requires ongoing exploration and discussion.

Media and digital literacy are essential skills for navigating the digital landscape of the modern age. Critical thinking plays a crucial role in developing these skills, as it enables individuals to evaluate and analyze digital media content effectively. The ability to critically analyze media and digital content is particularly important in an era of fake news and misinformation, where it can be challenging to discern what is accurate and what is not.

Critical thinking allows individuals to identify biases and question the validity of information presented in digital media, enabling them to make informed decisions and form their opinions. It also enables individuals to understand the broader implications of digital media on society, including issues related to privacy, security, and ethical considerations.

Therefore, critical thinking is an essential component of media and digital literacy and is crucial for individuals to effectively engage with digital media in a responsible and informed manner. You may read more about this in this article titled, “ Enhancing critical thinking skills and media literacy in initial vocational education ”.

Strategies for Teaching Critical Thinking in the Digital Age

Despite the challenges, there are several strategies that educators can use to teach critical thinking in the digital age. Here are a few:

One of the most effective ways to teach critical thinking is to encourage students to ask questions. This can be done in a variety of ways, such as asking open-ended questions, posing hypothetical scenarios, and encouraging students to think deeply about the material they are studying. By asking questions, students are forced to think critically about the information they are learning and are better able to make connections between different concepts.

Educational technology can be a powerful tool for teaching critical thinking. For example, online discussion forums can be used to encourage students to engage with each other and share their ideas. Similarly, interactive simulations and virtual reality experiences can be used to help students understand complex concepts in a more engaging way. However, it is important to be aware of the potential downsides of technology, such as its impact on social relationships. (Learn more about this topic here: How Educational Technology Impacts Social Relationships ).

Gamification is the use of game-like elements in non-game contexts, such as education. By incorporating gamification into the classroom, educators can make learning more engaging and fun for students. For example, points, badges, and leaderboards can be used to motivate students to complete assignments and participate in class discussions. However, it is important to be aware of the challenges associated with gamification, such as the potential for students to become too focused on the rewards rather than the learning itself. (Learn more about gamification here: Gamification in Education: Benefits, Challenges, and Best Practices ).

As AI and machine learning become increasingly prevalent, it is important for students to understand how these technologies work and AI prompt engineering is the process of creating prompts that can be used to train machine learning models. By teaching students about AI prompt engineering , educators can help them understand how these technologies work and how they can be used in a variety of contexts. (Learn more about teaching AI prompt engineering here: Teaching AI Prompt Engineering to Students: Importance, Tips and Prospects ).

Technology can be a valuable tool for enhancing lesson plans and engaging students. For example, videos, podcasts, and other multimedia can be used to supplement traditional classroom materials. Similarly, online quizzes and assessments can be used to test students’ knowledge and provide immediate feedback. However, it is important to ensure that the technology is used in a meaningful way and does not distract from the learning objectives. (Learn more about incorporating technology into lesson plans here: How to Incorporate Technology into Lesson Plans )

Encouraging active engagement with digital media is essential for individuals to develop critical thinking skills and engage with digital content responsibly. Active engagement involves actively questioning, analyzing, and evaluating digital media content rather than passively consuming it.

It requires individuals to be proactive in seeking out diverse perspectives and sources of information to gain a comprehensive understanding of a topic. Teachers and educators can play a crucial role in encouraging active engagement by incorporating digital media literacy into their lesson plans and teaching students how to evaluate digital content critically.

Additionally, educators can encourage students to engage with digital media through interactive and collaborative activities such as online discussions, digital storytelling, and gamification. By actively engaging with digital media, individuals can develop the skills and knowledge necessary to make informed decisions and navigate the digital landscape effectively.

Teaching the art of questioning is an essential component of developing critical thinking skills. The ability to ask thoughtful and insightful questions is crucial for individuals to gain a deeper understanding of a topic, challenge assumptions, and make informed decisions. Effective questioning involves asking open-ended questions that prompt individuals to think critically and explore various perspectives.

Teachers and educators can teach the art of questioning by modeling effective questioning techniques, encouraging students to ask questions, and providing opportunities for students to practice asking questions.

Additionally, educators can teach students how to evaluate the quality of questions by examining factors such as relevance, complexity, and potential biases. By teaching the art of questioning, individuals can develop the skills necessary to engage in independent and reflective thinking, evaluate information critically, and make informed decisions.

Encouraging independent research is a crucial component of developing critical thinking skills in the digital age. Independent research involves seeking out information from diverse sources, evaluating the quality and relevance of information, and synthesizing information to form informed opinions and make informed decisions.

Teachers and educators can encourage independent research by providing students with opportunities to explore topics of interest, guiding students through the research process, and teaching students how to evaluate the credibility and reliability of sources. Additionally, educators can teach students how to use various digital tools and resources to conduct research effectively.

By encouraging independent research, individuals can develop the skills and knowledge necessary to navigate the digital landscape effectively, evaluate information critically, and make informed decisions.

Fostering collaborative learning is a crucial aspect of developing critical thinking skills in the digital age. Collaborative learning involves working together with peers to solve problems, share knowledge, and explore different perspectives.

Moreover, it encourages individuals to engage in active listening, communication, and teamwork, all of which are essential for developing critical thinking skills. Educators can foster collaborative learning by incorporating group projects, online discussions, and other interactive activities into their lesson plans.

These activities can help individuals develop their ability to work collaboratively and think critically while also promoting digital literacy and responsible use of technology. By fostering collaborative learning, educators can help individuals develop the skills necessary to navigate the digital landscape effectively, make informed decisions, and contribute to society.

As a language model trained by OpenAI, ChatGPT represents the cutting edge of artificial intelligence . While ChatGPT can be a valuable tool for education, it is important to remember that it is still a machine and cannot replace human teachers. Educators should use ChatGPT as a supplement to their teaching, rather than a replacement. (Learn more about teaching in the age of ChatGPT here: Teaching in the Age of ChatGPT ).

What Activities Can Teachers Incorporate to Develop Critical Thinking?

To analyze and interpret data, one must carefully scrutinize the data to uncover patterns, relationships, and trends. This can require critical thinking skills to determine what the data is telling us and how it can be used effectively. Additionally, students may need to look closely at the data to identify any correlations or discrepancies that can help them draw meaningful conclusions.

Evaluating arguments and evidence involves assessing the strength and reliability of the evidence and arguments presented in a text or other source. This can require critical thinking skills to determine whether the argument is logical and the evidence is valid. For example, students may need to assess the credibility of sources cited in an argument or evaluate the soundness of a particular claim.

Solving problems and making decisions requires students to identify problems, generate potential solutions, evaluate those solutions, and select the best option. This can require critical thinking skills to determine which solution is most effective or appropriate. For example, students might need to weigh the pros and cons of different solutions or consider how each solution would impact various stakeholders.

Generating hypotheses and testing them involves developing a hypothesis or prediction about a particular phenomenon and then testing it through experimentation or observation. This can require critical thinking skills to design experiments that will effectively test their hypotheses. However, students may need to consider different variables that could impact their results or develop alternative hypotheses if their initial predictions are not supported by their findings.

Identifying patterns and relationships requires students to recognize similarities and differences between different pieces of information or data. This can require critical thinking skills to identify patterns or relationships that are not immediately apparent. For example, students might need to compare data from different sources or identify common themes across different texts.

Making connections between different ideas or concepts involves linking various ideas or concepts together to create a more complete understanding of a particular topic. This can require critical thinking skills to identify connections between seemingly unrelated ideas. For example, students might need to consider how different historical events influenced each other or how various scientific concepts are related.

Frequently Asked Questions (FAQs):

A: Critical thinking in the digital age refers to the ability to analyze, evaluate, and synthesize information in a rapidly changing technological landscape. It involves using a combination of logic, reasoning, and creativity to solve problems and make informed decisions.

A: The art of critical thinking involves the ability to question assumptions, think independently, and evaluate evidence objectively. Furthermore, It involves using a range of cognitive skills, including analysis, synthesis, evaluation, and interpretation, to make sound judgments and decisions.

A: Digital critical thinking refers to the application of critical thinking skills in the context of digital technology. It involves evaluating information sources, analyzing data, and making informed decisions based on digital information. Additionally, in today’s world, accessing and sharing more information digitally makes digital critical thinking skills increasingly important.

A: The thinking skills in the digital age include a range of cognitive abilities, including analytical thinking, creative thinking, problem-solving, decision-making, and information literacy. Additionally, these skills are essential for success in the rapidly changing technological landscape of the digital age.

Teaching critical thinking in the digital age presents both opportunities and challenges. By encouraging questioning, incorporating educational technology and gamification, teaching AI prompt engineering, and incorporating technology into lesson plans, educators can help students develop the critical thinking skills they need to succeed in today’s rapidly changing world. However, remember that using technology in a meaningful way and never replacing human teachers is important. By finding the right balance between technology and human interaction, we can ensure that students receive the best possible education.

Khondker Mohammad Shah-Al-Mamun is an experienced writer, technology integration and automation specialist, and Microsoft Innovative Educator who leads the Blended Learning Center at Daffodil International University in Bangladesh. He was also a Google Certified Educator and a leader of Google Educators Group (GEG) Dhaka South.

Khondker Mohammad Shah – Al – Mamun

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3 Simple Habits to Improve Your Critical Thinking

Helen Lee Bouygues

But simple doesn’t mean easy.

Too many business leaders are simply not reasoning through pressing issues, and it’s hurting their organizations. The good news is that critical thinking is a learned behavior. There are three simple things you can do to train yourself to become a more effective critical thinker: question assumptions, reason through logic, and diversify your thought and perspectives. They may sound obvious, but deliberately cultivating these three key habits of mind go a long way in helping you become better at clear and robust reasoning.

A few years ago, a CEO assured me that his company was the market leader. “Clients will not leave for competitors,” he added. “It costs too much for them to switch.” Within weeks, the manufacturing giant Procter & Gamble elected not to renew its contract with the firm. The CEO was shocked — but he shouldn’t have been.

HB Helen Lee Bouygues is the president of the Paris-based Reboot Foundation . A former partner at McKinsey & Company, she has served as interim CEO, CFO, or COO for more than one dozen companies.

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Ultimate Critical Thinking Cheat Sheet

18 thoughts on “ Ultimate Critical Thinking Cheat Sheet ”

Can I use this for company training? Is there a purchase/copyright.

Hi, Dale: You will need to contact the Global Digital Citizen Foundation to request permission to use this resource.

#hi, where can i get a chart?

Hi, Alma! The good folks at the Global Digital Citizen Foundation can help you here: https://globaldigitalcitizen.org/critical-thinking-skills-cheatsheet-infographic

Where is the actual critical aspect of the “thinking”? I would want to see, “What are the premises of the argument? Are they actually true? What evidence supports it and contradicts it? What other explanations might cause that result? What would be the result of the intervention? Does the proposed intervention actually address the problem identified? Is the problem identified the right problem?”

Thank you, PaulR! The fact that these basic rhetorical questions are missing from this infographic illustrates what is wrong with our current methods of “debate” on issues from climate change to healthcare.

Great post. Thanks

Excellent. Useful for the classroom.

Go to the previous page where you saw this graphic. There is a link above it that will allow you to download it.

I want to purchase

https://globaldigitalcitizen.org/critical-thinking-skills-cheatsheet-infographic

How may I obtain a copy? Thanks.

I’m interested in a copy too.

I’d like to get one too. How can one be purchased? Thank you

Is this a poster that can be purchased? How can I get a copy?

I would appreciate to know if someone have translated that Cheatsheet in French language

Critical Thinking: Creating Job-Proof Skills for the Future of Work

Daniela dumitru.

1 Teacher Training Department, Bucharest University of Economic Studies, 010374 Bucharest, Romania

2 Doctoral School of Psychology and Educational Sciences, University of Bucharest, 050663 Bucharest, Romania

Diane F. Halpern

3 Department of Psychology, Claremont McKenna College, Claremont, CA 91711, USA; moc.liamg@nreplahfenaid

In this study, we explore the transformative impact of artificial intelligence (AI) on the job market and argue for the growing importance of critical thinking skills in the face of job automation and changing work dynamics. Advancements in AI have the potential to disrupt various professions, including, for example, programming, legal work, and radiology. However, solely relying on AI systems can lead to errors and misjudgments, emphasizing the need for human oversight. The concept of “job-proof skills” is introduced, highlighting the importance of critical thinking, problem-solving, empathy, ethics, and other human attributes that machines cannot replicate with the same standards and agility. We maintain that critical thinking can be taught and learned through appropriate classroom instruction and transfer-focused approaches. The need for critical thinking skills is further reinforced by the influx of information and the spread of misinformation in the age of social media. Moreover, employers increasingly value critical thinking skills in their workforce, yet there exists a gap between the demand for these skills and the preparedness of college graduates. Critical thinking is not only essential for the future of work, but also for informed citizenship in an increasingly complex world. The potential impact of AI on job disruption, wages, and employment polarization is discussed, highlighting the correlation between jobs requiring critical thinking skills and their resistance to automation. We conclude by discussing collaborative efforts between universities and labor market organizations to adapt curricula and promote the development of critical thinking skills, drawing on examples from European initiatives. The need to prioritize critical thinking skills in education and address the evolving demands of the labor market is emphasized as a crucial step for navigating the future of work and opportunities for workers.

1. Introduction: Critical Thinking: Creating Job-Proof Skills for the Future of Work

The rapid evolution of online technologies has ushered in a paradigm shift in employment, redefining the nature of work and the skills required to succeed in the digital age. This transformative landscape, characterized by the ubiquitous presence of the Internet, social media platforms, and advanced artificial intelligence systems, has created a plethora of new opportunities and challenges in the labor market. As we navigate this digital frontier, it is becoming increasingly clear that traditional employment paradigms are undergoing a profound transformation. The convergence of online technologies with the demands of a networked world has not only created new job opportunities, but it has also disrupted established industries, rendering some job roles obsolete while creating demand for previously unforeseen skills. In this era of unprecedented connectivity and innovation, examining the intricate interplay between online technologies and jobs is paramount as it holds the key to understanding the dynamics of our rapidly evolving workforce.

Artificial intelligence (AI) is disrupting many jobs and promises “to change the way the world works” ( adminGPT 2023, para. 13 ). The number and range of AI programs are increasing at a rapid pace, and they are likely to continually improve to meet user demands. Consider, for example, ChatGPT, which can respond to questions and requests in a way that seems to come from a human rather than a computer program. GPT stands for “generative pretrained transformer”. It is generative in that it can provide responses that it never “learned”; it is pretrained with a large language model ( Bushwick et al. 2023 ). Newer versions can describe visual images, although thus far, they cannot create visual images. Its uses are seemingly endless. It is easy to imagine how such programs can change the lives of blind individuals. In fact, it can and will change the lives of all of us.

In this paper, we argue that these advances in online technologies will make critical thinking (CT) more important than ever before. Many who are preparing to enter the job market, and many who are already employed, will need to adapt to new forms of job automation and different ways of working.

Consider, for example, that an early achievement of ChatGPT was its generation of Python code (a computer language) to compute various tasks, such as data analysis. Apparently, getting ChatGPT to generate code is so easy that several YouTube videos have popped up claiming that they can teach novice users to use ChatGPT to generate code in 90 s. ( Data Professor 2023 ). The benefits are obvious, but so are the potential job losses for people who work in Python. Python coders will need to upgrade their skills, perhaps first becoming experts in the use of ChatGPT and similar programs, but this also has a positive side--they can spend more time working on larger questions such as which analyses are needed, and, of course, carefully reviewing the work produced by AI to ensure that it is accurate and understandable. Early versions of ChatGPT responses often contained errors. A New York lawyer learned the hard way: Steven A. Schwartz, a lawyer for 30 years, used ChatGPT to create a legal document ( Weiser and Schweber 2023 ). It was filled with fake citations and bogus judicial opinions. Sadly, Mr. Schwartz never checked the accuracy of the document he filed in court. The judge was not amused. This highly public and embarrassing event should be a lesson for all of us. Current AI programs cannot be trusted to take over our work, though they may be able to aid or supplement it. However, other AI programs can “read” radiographs more accurately than human radiologists, which provides a benefit to both radiologists and patients. There is an immediate positive effect for this advancement: Radiologists will have more time to directly work with patients, and yes, they must also check the accuracy of the outputs from their programs when presenting diagnoses.

For the rest of us, whether we are students or early or late in our careers, we need to focus on the development of “job-proof skills” in the face of AI advances. A report from the United Nations defines job-proof skills as “conceptual and strategic thinking, problem-solving, empathy, optimism, ethics, emotional intelligence, and judgments are the future-proof skills and attributes that machines will not be able to replicate with the same standards and agility as qualified human beings” ( Elkeiy 2022, para. 5 ). In other words, critical thinking skills will always be needed.

2. What Is Critical Thinking?

Although some scholars in the field of critical thinking have emphasized differences among various definitions, we believe that the commonalities are evident (c.f., Dwyer 2017 ; Nisbett 2015 ; Lipman 1991 ; Fisher 2001 ). There are some differences in the use of terms and several skills might be more important, but all of the definitions (more or less) conform to our preferred definition: “Critical thinking is the use of those cognitive skills and abilities that increase the probability of a desirable outcome. It is purposeful, reasoned, and goal directed. It is the kind of thinking involved in solving problems, formulating inferences, calculating likelihoods, and making decisions. Critical thinkers use these skills appropriately, without prompting, and usually with conscious intent, in a variety of settings. That is, they are predisposed to think critically. When we think critically, we are evaluating the outcomes of our thought processes--how good a decision is or how well a problem is solved. Critical thinking also involves evaluating the thinking process--the reasoning that went into the conclusion we’ve arrived at, or the kinds of factors considered in making a decision” ( Halpern and Dunn 2023, pp. 6–7 ). The reason we need a common definition of critical thinking is that, without it, instructors can and have passed almost anything off as instruction in critical thinking. However, common ground is to be found concerning CT definitions. In a European project, which we shall refer to in Section 4.3 , the critical thinking definition is based on the works of Halpern and Dunn ( 2023 ), Facione ( 1990 ), Paul and Elder ( 2008 ), and Kuhn ( 1999 ). During two debate sessions, 33 international participants from higher education and the labor market defined critical thinking as a deliberate cognitive process guided by conscious, dynamic, self-directed, self-monitored, and self-correcting thought ( Rebelo et al. 2023 ). It relies on both disciplinary and procedural knowledge, along with metacognitive aspects (including metacognitive, meta-strategic, and epistemological dimensions). Critical thinking can be cultivated and enhanced through the development of competencies, and it is facilitated by various attitudes, such as systematic thinking, open-mindedness, empathy, flexibility, and cognitive maturity. Additionally, it encompasses intellectual skills such as reflection, self-regulation, analysis, inference, explanation, synthesis, and systematic thought. Critical thinking not only stimulates problem-solving capabilities but also facilitates effective communication, fosters independent and holistic thinking, and bolsters decision-making and active citizenship ( Pnevmatikos et al. 2021 ).

2.1. Can Critical Thinking Be Learned?

We teach writing, oral communication, and mathematics with the (often implicit) belief that these skills will be learned and transferred to multiple settings both inside and outside of the classroom. There is a large and growing research literature showing that, with appropriate classroom instruction in critical thinking, including specific instruction designed for transfer, the skills will spontaneously transfer and in uncued (i.e., there are no reminders to use the critical thinking skill that was learned in class) situations ( Dumitru 2012 ; Heijltjes et al. 2014 ; Tiruneh 2019 ). Several such studies were presented by Dwyer ( 2017 ) and Halpern and Dunn ( 2023 ). For the sake of brevity, we review just one recent study. The study was designed to counteract the effects of conspiracy theories. When people believe conspiracy theories, they often act in harmful ways–such as refusing to get the COVID-19 vaccine, which resulted in the death of large numbers of people around the world, or attacking the United State Capitol Building on 6 January 2021 in the belief that there was a conspiracy afoot designed to steal the United States 2020 presidential election from Donald Trump. In a review of the research literature on the efficacy of interventions, the researchers found “there was one intervention which was characteristically different to the rest” ( O’Mahony et al. 2023, para. 23 ). It was a semester-long university course in critical thinking that was designed to teach students the difference between good scientific practices and pseudoscience. These courses require effort and commitment, but they are effective. The same conclusion applies to all interventions designed to enhance critical thinking. There are no fast and easy “once and done” strategies that work. This is why we recommend continuous and pervasive coursework to make sure that the learning of CT skills “sticks.”

2.2. The Need for Critical Thinking Skills

Online technologies-related (including AI) job loss and redesign are not the only reasons why we need to concentrate on teaching and learning the skills of critical thinking. COVID-19 left 140 million people out of work, and many of their jobs will never return ( Roslansky 2021 ). We are drowning in a tsunami of information, confronted with advertisements online, in news reports, social media, podcasts, and more. The need to be able to distinguish good information from bad is critical. In addition, employers want to hire people with critical thinking skills. In a recent report by Hart Research Associated ( 2018 ), they found that in an employer survey of 501 business executives, 78% said that critical thinking/analytic reasoning is the most important skill they want in their employees, but they also added that only 34% of college graduates arrive well prepared in critical thinking. This gap between what employers want and their perception of the preparedness of the workforce was larger for critical thinking than for any other area. In fact, every report on the future of work made this same point. Consider this quote from The World Economic Forum ( 2020 ) on the future of jobs: “Skills gaps continue to be high as in-demand skills across jobs change in the next five years. The top skills and skill groups which employers see as rising in prominence in the lead up to 2025 include groups such as critical thinking and analysis as well as problem-solving.” (p. 5). In a report from the Office of the European Union: Key Competences for Lifelong Learning, the commissioner wrote “Critical thinking, media literacy, and communication skills are some of the requirements to navigate our increasingly complex world” ( Navracsics 2019, p. 3 ). Of course, critical thinking is not just needed in the world of work. A true democracy requires an educated citizenry with citizens who can think critically about world social issues, such as the use/threat of AI, war, poverty, climate change, and so much more. Irrational voters are a threat to all of us—and to themselves.

The need to think critically is not new, but it has taken on a new urgency as social media and other forms of communication have made the deliberate spread of misinformation move at the speed of light. There is nothing new about the use of lies, half-truths, and innuendos to get people to believe something that is not true. Anyone can post anything on popular media sites, and this “fake news” is often copied and shared thousands of times. Sometimes the information is spread with a deliberate attempt to mislead; other times, it is copied and spread by people who believe it is true. These messages are often used to discredit political adversaries, create social unrest, and incite fear. It can be a difficult task to determine what to believe and what to discard. Vosoughi et al. ( 2018 ) analyzed data from 126,000 tweets that were spread by approximately 3 million people. How did the researchers discriminate true data from false data? The same way we all should. They used several different fact-checking sites and found 95% to 98% agreement regarding the truth or falsehood of information. They found that false data spread more quickly and more widely than true data because the false data tended to be novel and sensational, rendering it salient and seductive.

In today’s landscape, the imperative to foster critical thinking skills is becoming increasingly apparent as we grapple with the rapid rise of social media and artificial intelligence technologies and their profound impact on the future of work. The confluence of these transformative forces has ushered in a new era characterized by the potential for significant job disruption. As online technologies advance and automation becomes more widespread, certain traditional job roles may become obsolete, requiring the development of innovative skills and adaptability in the workforce. In this context, critical thinking emerges as a central element in preparing individuals to navigate the evolving job market. It equips individuals with the ability to analyze complex information, discern credible sources from the proliferation of social media information, and make informed decisions in an era of blurring boundaries between human and machine contributions to the workforce. Cultivating critical thinking skills will be essential to ensuring that individuals can take advantage of the opportunities presented by new technologies while mitigating the challenges of job disruption in this AI-driven future.

3. Critical Thinking Skills and Job Disruption and Replacement

Eloundou et al. in 2023 estimated that about 15% of all U.S. workers’ jobs could be accomplished much faster and at the same level of quality with currently available AI. There are large differences in the extent to which various occupations and industries will be affected by advancements in AI. For example, tasks that require a high degree of human interaction, highly specialized domain knowledge, or creating innovative technologies will be minimally affected; whereas, other occupations such as providing captions for images or answering questions about a text or document are more likely to be affected. Routine-based jobs in general are more likely to be dislodged by advanced technologies ( Acemoglu 2002 ). Using the basic definitions of skills that are standard in O*Net, Eloundou et al. ( 2023 ) found a clear negative correlation between jobs requiring knowledge of science and critical thinking skills and the likelihood that AI will “take over” the job. These findings reinforce our main point—the best way to gain job-proof skills is with critical thinking.

The effect of online technologies on wages is complicated because of the large number of factors that come together to determine earnings. Acemoglu and Autor ( 2011 ) advocated for a model that simultaneously considers the level of the tasks required for any job (low, medium, and high), where a high level of skill is defined as one that allows employees to perform a variety of tasks, the demand for the tasks, and technological changes that can complement a task or replace it. They assert that employment has become increasingly polarized with the growth in both high education, high wage occupations and low education, and low wage occupations in the United States and the European Union. To understand and predict which occupations will be most disrupted by AI (and other developing technologies), an investigator will need to simultaneously consider all of these variables. Technological advancements can generate shifts in demand, favoring either high- or low-skilled workers. According to Acemoglu and Autor ( 2011 ), we can expect some of the largest disruptive effects at the middle level of skills, where some of the tasks performed at this level can be more easily replaced by new technologies, with widespread employment growth in high- and low-skilled occupations.

4. Business-University Collaborations

The pursuit of promoting high standards of critical thinking in university students across various academic disciplines is a challenging endeavor that should be leveraged through collaboration with stakeholders. In such collaborations, stakeholders can contribute to refining the skills required by learners and bring their own perspectives to academic instruction. This close partnership between universities and stakeholders helps minimize gaps and mismatches in the transition to the labor market, facilitates research collaboration, and increases student motivation.

Collaborations between businesses and universities have gained increasing importance in today’s rapidly evolving educational and economic landscape. These partnerships are instrumental in bridging the gap between academic learning and the real-world skills demanded by the job market. One key aspect of business-university collaboration (BUC) is the alignment of curricula with the dynamic needs of industries. This entails the joint effort of higher education institutions (HEIs) and industry experts to design, develop, and deliver educational programs that equip students with practical, job-ready skills. The curriculum design phase involves tailoring study programs, courses, and modules to address skills gaps and align with the specific requirements of employers.

Moreover, BUC extends beyond the classroom. Collaborations often involve business engagement in educational activities, including guest lectures, internships, co-op programs, and research projects. These interactions provide students with invaluable exposure to real-world scenarios, allowing them to apply theoretical knowledge in practical settings.

In essence, BUC is a multifaceted partnership that benefits both students and businesses. It ensures that educational programs remain relevant, fostering a seamless transition from academia to the workforce. This collaborative approach not only enhances students’ employability but also contributes to the overall growth and innovation of industries.

Operationalizing the collaboration implicates a particular focus on curriculum design, development, and delivery. These involve the collaboration between higher education institutions and labor market partners to create or enhance undergraduate or postgraduate study programs, courses, or modules. This collaborative effort aims to address skills gaps, align curricula with employers’ needs, integrate training initiatives, and improve graduates’ employability. Additionally, curriculum delivery includes various forms of business involvement, such as guest lectures, placements, supervision, mentoring, and work-based learning activities.

While the existing literature often discusses the barriers and motivations for university-business collaboration ( Healy et al. 2014 ; Orazbayeva et al. 2020 ), there is a need for more empirical insights into the roles and responsibilities of each party engaged in joint curriculum design, development, and delivery, as well as lessons learned from these collaborations ( Rebelo et al. 2023 ).

4.1. Why Do We Need Higher Education’s Help?

In the preceding sections of this paper, we delved into the disruptive forces of artificial intelligence (AI) on the job market and the critical need for individuals to adapt to these changes by developing “job-proof skills”. The rise of online technologies such as ChatGPT presents both opportunities and challenges, particularly in fields where middle-level skills are required. To effectively tackle these challenges, we must turn our attention to the pivotal role of education and the cultivation of essential skills such as critical thinking.

We highlighted how AI is rapidly transforming various industries and the need for individuals to adapt to these changes. Moreover, we explored the question of whether critical thinking can be learned, showcasing research evidence that supports the teachability of this skill. Now, we shall explore practical strategies for fostering critical thinking skills through collaborations between universities and businesses. The idea here is to create an educational framework that equips students with the capabilities needed to thrive in the evolving workforce.

Building upon the success of two European projects, “Critical thinking across higher education curricula—CRITHINKEDU” and “Critical thinking for successful jobs—THINK4JOBS”, we argue that incorporating practical experience and CT development through apprenticeships is a possible action for better higher education classes. This collaborative approach between HEI and LMO designed to address the differing perspectives and terminologies used by these two entities regarding critical thinking could be an important curriculum design for the better adaptation of job market technology disruptions.

Research conducted by Eloundou et al. ( 2023 ), which shows that critical thinking skills and science skills are less likely to be taken by AI, compels us to sustain the THINK4JOBS apprenticeship curricula as a possible teaching protocol for critical thinking enhancement to face challenges posed by AI at work.

The results from these projects demonstrate significant progress in students’ critical thinking skills and dispositions. These improvements, as highlighted below in Section 4.3 , underscore the effectiveness of embedding critical thinking in the curriculum. The guidelines formulated for implementing Critical Thinking Blended Apprenticeship Curricula provide a roadmap for educators to follow when effectively integrating critical thinking into their courses.

As we ponder the possibility of a world where critical thinking is widespread, we can envision a future where individuals are equipped to confront the ideological fanaticism that threatens global stability. Critical thinking, as both a cognitive skill and a disposition, has the potential to shape a workforce capable of adapting to the ever-changing landscape of work, making informed decisions, and contributing to a more rational and democratic world. The THINK4JOBS project emphasizes the practical steps taken to prepare students for the future job market and sets the stage for further exploration of the role of critical thinking in addressing global challenges, including AI presence in the job market.

4.2. CRITHINKEDU Proctocol for Critical Thinking Education across Curricula

Given that the best education for the future of work is the acquisition of critical thinking skills, how can we facilitate this sort of education? One way to obtain a job-proof education is to create classes with the help of labor market organizations. Two projects funded by the European Union were designed to bring to life the idea that better communication and collaboration between universities and employers result in a better adaptation of the curriculum, especially a curriculum involving critical thinking skill development.

Between 2016 and 2019, the project “Critical thinking across the European higher education curriculum—CRITHINKEDU” focused on how CT is taught in various academic domains. The CRITHINKEDU project, involving universities across Europe, exemplifies how academia and industry can join forces to bridge the gap between classroom learning and real-world job demands. This initiative aimed to enhance the curriculum by explicitly emphasizing critical thinking skill development. It revealed that employers across various fields value critical thinking, and they perceive it as essential for recent graduates entering the workforce.

The participants were eleven universities from nine European countries (Belgium, Czech Republic, Greece, Italy, Spain, Portugal, Romania, Lithuania, and Ireland; Dominguez 2018). Qualitative research was conducted with 32 focus groups comprised of professionals from various European countries and fields. The findings align with previous studies: “CT is a set of interconnected skills (interpretation, inference, analysis, explanation, evaluation, self-regulation”, see Payan-Carreira et al. ( 2023, p. 16 ), and dispositions (open-mindedness, refection, attentiveness, organization, perseverance, intrinsic goal motivation ( Payan-Carreira et al. 2023 ), essential for recent graduates in response to labor market demands. However, an important consideration is that the practical application of CT varies across professional fields. The participants in this study defined the ideal critical thinker as someone with a cultivated mindset, motivated to learn and improve, and equipped with cognitive and behavioral tools to anticipate, regulate, and monitor their thinking. CT is associated with problem-solving and decision-making and is intertwined with other skills such as proactivity, adaptability, creativity, emotional intelligence, communication, and teamwork. The report from this project also introduced “a European collection of the Critical Thinking skills and dispositions needed in different professional fields for the 21st century” ( Dominguez 2018 ), which categorizes CT skills and dispositions based on professional fields and offers a basis for defining learning objectives and adapting university curricula. This study provides valuable insights from 189 European employers into CT needs in the labor market for new graduates. The interviewed professionals had an obvious preference for CT skills in STEM fields and an obvious preference for dispositions in the Humanities. Social Sciences and bio-medical sciences professionals were equally interested in CT skills and dispositions, with a slight preference for dispositions ( Dominguez 2018, p. 28 ).

4.3. Next Steps: THINK4JOBS Blended Appreticeship Curricula

After the termination of the CRITHINKEDU project, partners from Romania, Greece, Lithuania, and Portugal, with the addition of a new partner from Germany, proposed a new research application: “Critical Thinking for Successful Jobs—THINK4JOBS” ( www.think4jobs.uowm.gr ). The idea was to utilize the results from the previous project and, together with labor market organizations, create new courses that are more adapted to the reality of the future of work. The core element of the classes was explicit teaching of critical thinking, using real-life cases and methods. In an apprenticeship model, critical thinking skills are embedded in a relevant context. The value of realistic contexts is that students can see the need for the skills being taught in a workplace scenario. Relevant contexts enhance student engagement and motivation to learn. Dumitru et al. ( 2021 ) focused on improving students’ critical thinking skills and dispositions through collaboration between Higher Education Institutions (HEIs) and Labor Market Organizations (LMOs). The aim was to bridge the gap between HEI curricula and the expectations of the labor market by incorporating apprenticeships that provide practical experience and CT development.

The process of mapping responses from those in the labor market organizations onto college curricula involved the use of research methods such as observation, focus groups, and documentary analysis, with stakeholders from HEIs and LMOs participating. The findings indicated that while there were no definitive “gaps” between HEIs and LMOs, there were contextual differences in the approach to CT. HEIs focus on long-term career preparation, while LMOs emphasize short-term learning strategies. The terminology and expression of CT also differed between the two contexts. Based on the findings, ten work-based scenarios were created, with one from each discipline involved in the project. Overall, the report ( Dumitru et al. 2021 ) highlighted the different goals and perspectives of HEIs and LMOs regarding CT, emphasizing the need for collaboration and a common understanding of which skills should be included in the college curriculum.

There is a different context in the approach to CT, since HEIs usually use different learning activities, focusing more on career preparation with long-term goals, while LMOs follow compact and short-term learning and teaching strategies. Furthermore, the findings suggest that CT is a new workplace requirement and that HEIs and LMOs do not choose the same terminology when referring to the concept, with HEIs usually choosing scientific terms. Another element that emerged is that CT is generally expressed in a declarative way in higher education institutions, while in LMOs the application to specific cases follows a more procedural approach. Put another way, LMOs are focused on making a profit, while HEI is focused on being socially responsible.

In the second phase of the project, partners ( Pnevmatikos et al. 2021 ) focused on the development of a collaborative training curriculum for Higher Education Instructors and LMO tutors. The purpose of the training was to enhance comprehension and knowledge of critical thinking for both sides of this collaboration, since previous research indicated a potential lack of conceptual and procedural understanding between these two entities. Additionally, the training aimed to facilitate the promotion, support, and evaluation of students’ CT skills within apprenticeship curricula, as well as the creation of blended curricula utilizing an open-source learning platform. The training course encompassed workshops that delved into various aspects of CT, including analyzing and reassembling ideas about CT, formulating a working definition of CT, instructional methodologies, blended learning techniques, usage of a learning platform, CT assessment, and the development of a Memorandum of Understanding (MoU) between higher education institutions and LMOs. The participants’ knowledge about these topics was assessed through pre- and post-training online questionnaires. Although data analysis showed various predicted trends, only perceived self-confidence in the topics covered during the training obtained statistical significance ( Pnevmatikos et al. 2021 ).

In the final report from this project, Payan-Carreira et al. ( 2023 ) presented the results of the implementation of the critical thinking Blended Apprenticeships Curricula (CTBAC) and discussed the improvements in critical thinking skills and dispositions observed in students. The study involved cross-disciplinary analysis and assessed changes before and after the piloting activities. A total of 609 students participated, and their critical thinking skills and dispositions were evaluated.

The consortium chose the Critical Thinking Self-Assessment Scale (CTSAS) developed by Nair ( 2011 ) as an instrument to assess CT skills based on an earlier conceptualization ( Facione 1990 ). The questionnaire has been tested in various geographic and cultural contexts, demonstrating good reliability, internal consistency, and confirmatory factor analysis results. However, the original CTSAS was considered too long to complete, consisting of 115 items, so a shorter version was specifically developed for this project. The short form of the questionnaire (CTSAS-SF) was created through a two-step process. Items with loading weights below .500 were eliminated, resulting in 84 remaining items. Redundant and non-cognitive-focused items were marked for elimination, leaving 60 items. The short form maintained the original scale’s framework and utilized a seven-point Likert scale ranging from 0 (Never) to 6 (Always) for students to respond to items assessing various dimensions and subdimensions of CT skills.

The CTSAS-SF validation process, with confirmatory factor analysis, resulted in two models with equivalent satisfactory goodness-of-fit indices. Model 4, the second-order factor model (RMSEA = .051; TLI = .924; CFI = .927), had a chi-square/df ratio of 2.33. The Cronbach alpha of the overall instrument was excellent (α = .969). Sample items are shown in Table 1 .

Sample items forming Critical Thinking Self-Assessment Scale (CTSAS), Nair ( 2011 ).

Compared to instruments for assessing CT skills, the availability of instruments for measuring critical thinking (CT) dispositions is limited. However, one of the instruments adopted by the consortium to assess CT dispositions is the Student-Educator Negotiated Critical Thinking Dispositions Scale (SENCTDS), which was developed by Quinn et al. ( 2020 ). The scale was validated with a mixed population of Irish and American undergraduate students. The scale considers a variety of CT dispositions that the authors consider important for the labor market and real-world decision-making. Some of the items in the scale combine Facione ’s ( 1990 ) original CT dispositions into new dimensions that are relevant to academic and labor market success, such as organization, perseverance, and intrinsic goal motivation. The scale consists of six dimensions (Reflection, Attentiveness, Open-mindedness, Organization, Perseverance, and Intrinsic Goal Motivation) and presents statements for students to respond to using a 7-point Likert scale. The Likert scale ranges from 1 (strongly disagree) to 7 (strongly agree). The original version of the SENCTDS contains 21 items. The validation process, with confirmatory factor analysis, identified only one model presenting a satisfactory goodness-of-fit index—model 3, comprised of six correlated factors (RMSEA = .054; TLI = .974; CFI = .969) with a chi-square/df ratio of 2.57. The instrument presented a high Cronbach alpha (α = .842), suggesting a strong internal consistency of the instrument. Sample items are presented in Table 2 .

Sample items from Student-Educator Negotiated Critical Thinking Dispositions Scale (SENCTDS), developed by Quinn et al. ( 2020 ).

The analysis showed gains in critical thinking skills and indicated that changes were more prominent in skills than dispositions. All skills (interpretation, analysis, inference, explanation, self-regulation, and evaluation) obtained significant differences between the pretest and posttest, with p ≤ .0001 to all skills, plus the integrated critical thinking skills score was t = 9.705 and p ≤ .0001, which demonstrates strong significant difference between pre- and the posttest. Dispositions displayed no significant differences regarding the integrated score, but showed significant differences in reflection (t = 1.766, p = .079), open-mindedness (t = 2.636, p = .009), organization (t = 2.568, p = .011), and intrinsic goal motivation (t = 1.712, p = .088).

Based on the findings from the implementation of the blended apprenticeship curricula, the following guidelines were formulated for implementing Critical Thinking Blended Apprenticeship Curricula ( Payan-Carreira et al. 2023 ):

Provide an explanation of the importance of critical thinking—Clearly communicate to students why critical thinking is a vital skill in today’s workforce and how it is valued in specific professions. Explicitly incorporate the development of critical thinking as an outcome of the course.
Emphasize continuous and pervasive CT training—To achieve success, there should be a concerted effort across disciplinary curricula to foster students’ critical thinking skills and dispositions. Skills require training, and dispositions necessitate the internalization of desired attitudes. Therefore, sufficient time and a collaborative approach at the disciplinary level are necessary for consistent and significant progress.
Allocate dedicated time—Building on the previous point, it is essential to allocate specific time within the course to work on the proposed critical thinking goals. Students and educators need to schedule activities and create opportunities for preparation, development, and feedback exchange. This ensures that the intervention leads to meaningful, lasting learning.
Establish connections with real-world scenarios—Foster student engagement and improve their perception of learning experiences by incorporating case studies that reflect situations professionals encounter in their daily work. By grounding the learning content in reality, students are more likely to be motivated and actively participate in the educational process.

Foster reflection on CT skills and dispositions—Offer students the chance to reflect on their reasoning processes and the attitudes they have developed throughout their learning experiences. Encouraging reflective thinking enhances the effectiveness of learning interventions and helps cultivate a deeper understanding of one’s experiences.

These steps aim to guide educators in effectively implementing the critical thinking blended apprenticeship curricula while also maximizing the impact of critical thinking development in students.

The two European projects made a great start in integrating the skills that employers want employees to learn from university curricula, but the results are nonetheless provisional. There is not a clear agreement among participating universities regarding how best to teach critical thinking, nor any regarding its importance for future jobs. We urge that more work should be done to nurture critical thinking within university curricula in order to provide our current students—who represent the future of the workforce—the much-wanted job-proof skills they need.

5. European Recommendations and Good Practices

Critical thinking stands as a pivotal goal for European Higher Education Institutions. To facilitate the attainment of this objective, we present an educational protocol that draws from comprehensive research and practical experiences, including insights from the CRITHINKEDU project. This protocol amalgamates insights from both theoretical and empirical studies on critical thinking with practical strategies for its cultivation.

Recommendations go toward signing memorandums of understanding between universities and labor market organizations to cultivate strong partnerships ( Rebelo et al. 2023 ). Effective collaboration between universities and businesses is crucial in fostering critical thinking. This partnership thrives on the synergy that results when academic institutions and businesses combine their expertise, resources, and perspectives. Strategies such as aligning goals, fostering long-term commitment, and promoting a culture of collaboration can strengthen these partnerships and ensure that academic research is harmoniously aligned with real-world needs.

Another recommendation relates to the formulation of compelling goals . Accurate and transparent goals are fundamental to the successful implementation of university-industry collaborations to promote critical thinking. These goals must be clearly defined and easily understood at multiple levels, from the institutional to the program and course levels. Recognition of critical thinking as an overarching goal implies its integration into assessment and evaluation processes.

Another recommendation is to develop flexible curricula . To effectively foster critical thinking, curricula must demonstrate adaptability and responsiveness to emerging trends and market demands. The use of agile curriculum design methodologies and the involvement of business partners in curriculum development is of great value. Approaches such as problem-based and case-based learning facilitate rapid adaptation to evolving market needs, such as the use of AI-powered software to solve work tasks better and faster. Regular feedback mechanisms and ongoing collaboration with business partners ensure that curricula remain relevant and flexible.

Incorporating real-world challenges and case studies into curricula bridges the gap between academia and the business world, creating an environment that encourages experiential learning. The active involvement of business stakeholders in providing relevant challenges plays a key role. Students’ problem-solving skills are enhanced by shifting from traditional teaching methods to project-based, problem-based, or case-based learning. Engaging students through apprenticeships, internships, guest lectures, and seminars immerses them in authentic work environments and fosters their professional development.

Ongoing, multi-faceted evaluation is a cornerstone of the collaboration between higher education and the business community to cultivate critical thinking. Assessment includes measuring learners’ progress in critical thinking, the effectiveness of curricula, and the impact of partnerships through the use of key performance indicators.

Regarding how to implement a critical thinking curriculum, pedagogical research ( Elen et al. 2019 ) suggests that in the development of critical thinking, whether it is regarded as a skill, disposition, or a combination of both, three categories of supportive measures can be identified: modeling, induction, and declaration.

Modeling: Support the development of critical thinking skills by demonstrating what it means to think critically at the institutional, programmatic, and course levels, considering multiple perspectives and alternative viewpoints.

Induction: Support critical thinking development by provoking critical thinking through the presentation of open-ended questions, unstructured tasks, complex problems, and real-world issues. The exact nature of “induction” and how it is implemented may vary across fields and disciplines. Induction can be carried out in a variety of ways; for example, presenting unstructured problems, providing authentic tasks, encouraging constructive controversy, asking “why” questions, or encouraging student autonomy.

Explanation: Promote the development of critical thinking by articulating or explicitly stating what is at stake, what strategies can be used, and what criteria must be met. This explanation can take the form of oral or written communication and should always be explicit and specific. Declaring and making things explicit can be accomplished in a variety of ways, including using critical thinking rubrics, developing elaborate concept maps, providing feedback on critical thinking, and engaging in discussion and reflection on critical issues.

This integrated approach, encompassing university-business collaboration and an educational protocol, underscores the significance of critical thinking in higher education. It provides a structured framework for nurturing this essential skill by aligning objectives, fostering partnerships, adapting curricula, and implementing ongoing evaluation practices. In doing so, educational institutions are better poised to equip students with the critical thinking skills needed to thrive in a rapidly evolving world.

6. Concluding Remarks or Can Critical THINKING Save the World?

In summary, the dynamic interaction between universities, businesses, and the evolving technology landscape, including the rise of artificial intelligence (AI) and online technologies, underscore the critical need to nurture and develop students’ critical thinking skills. As we navigate the challenges posed by AI and the ever-expanding digital realm, collaborative efforts between academia and industry have proven to be instrumental in preparing students for the future job market.

Incorporating real-world experiences, such as apprenticeships, into the curriculum is an important step toward improving students’ critical thinking skills in real-world contexts. Projects such as “Critical thinking across higher education curricula—CRITHINKEDU” and “Critical thinking for successful jobs—THINK4JOBS” have demonstrated the potential of these collaborations to bridge the gap between classroom learning and industry needs. In addition, the development of flexible curricula that can adapt to the evolving needs of the job market, especially considering online technologies, is essential. By integrating real-world challenges and case studies into the curriculum, students gain valuable problem-solving skills and are better prepared to navigate the complexities of the digital age.

Ongoing assessment and evaluation are critical components of this collaborative effort, ensuring that critical thinking remains a central focus and that students are making meaningful progress in acquiring this essential skill.

With the disruption of AI and the ubiquity of online technologies, the integration of critical thinking into higher education curricula is more important than ever. It enables students not only to thrive in a technology-driven world, but also to contribute to a rational, democratic, and globally interconnected society. The partnerships forged between universities and businesses, along with a well-defined educational protocol, provide a roadmap for cultivating these essential skills and preparing students for the challenges and opportunities of the future job market. The imperative to foster critical thinking in university curricula remains a fundamental step in equipping tomorrow’s workforce to navigate the complexities of an AI-influenced job market and a rapidly changing world.

Lilienfeld ( 2007, para. 3 ) said it well: “The greatest threat to the world is ideological fanaticism, by ideological fanaticism I mean the unshakeable conviction that one’s belief system and that of other in-group members is always right and righteous and that others’ belief systems are always wrong and wrong-headed”. Imagine a world where (most or even many) people use the skills of critical thinking. Just maybe, CT could save the world.

The job market will require a psychologically adaptable toolkit, and we propose that critical thinking is an essential component therein. The disruptions imposed by new technological advances such as AI will require students to learn new employable skills because we will need not just an engineer, but a critical thinking engineer; not just a programmer, but a critical thinking programmer; and not just a journalist, but a critical thinking journalist. The dignity of workers—their humanity and our collective survival—may well depend on CT, a very human creation.

Acknowledgments

We sincerely thank Dana Dunn, Moravian University, for comments on an earlier version of this manuscript.

Funding Statement

Daniela Dumitru received funding from European Commission/EACEA, through the ERASMUS+ Programme, “Critical Thinking for Successful Jobs—Think4Jobs” Project, with the reference number 2020-1-EL01-KA203-078797.

Author Contributions

Conceptualization, D.F.H. and D.D.; investigation, D.F.H. and D.D.; resources, D.F.H. and D.D.; writing—original draft preparation, D.F.H. and D.D.; writing—review and editing, D.F.H. and D.D. All authors have read and agreed to the published version of the manuscript.

Conflicts of Interest

The authors declare no conflict of interest.

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Educationise

11 Activities That Promote Critical Thinking In The Class

52 Critical Thinking Flashcards for Problem Solving

Critical thinking activities encourage individuals to analyze, evaluate, and synthesize information to develop informed opinions and make reasoned decisions. Engaging in such exercises cultivates intellectual agility, fostering a deeper understanding of complex issues and honing problem-solving skills for navigating an increasingly intricate world. Through critical thinking, individuals empower themselves to challenge assumptions, uncover biases, and constructively contribute to discourse, thereby enriching both personal growth and societal progress.

Critical thinking serves as the cornerstone of effective problem-solving, enabling individuals to dissect challenges, explore diverse perspectives, and devise innovative solutions grounded in logic and evidence. For engaging problem solving activities, read our article problem solving activities that enhance student’s interest.

What is Critical Thinking?

Critical thinking is a 21st-century skill that enables a person to think rationally and logically in order to reach a plausible conclusion. A critical thinker assesses facts and figures and data objectively and determines what to believe and what not to believe. Critical thinking skills empower a person to decipher complex problems and make impartial and better decisions based on effective information.

Importance of Acquiring Critical Thinking Skills

Acquiring critical thinking skills was never as valuable as it is today because of the prevalence of the modern knowledge economy. Today, information and technology are the driving forces behind the global economy. To keep pace with ever-changing technology and new inventions, one has to be flexible enough to embrace changes swiftly.

Read our article: How to Foster Critical Thinking Skills in Students? Creative Strategies and Real-World Examples

Today critical thinking skills are one of the most sought-after skills by the companies. In fact, critical thinking skills are paramount not only for active learning and academic achievement but also for the professional career of the students. The lack of critical thinking skills catalyzes memorization of the topics without a deeper insight, egocentrism, closed-mindedness, reduced student interest in the classroom and not being able to make timely and better decisions.

Benefits of Critical Thinking Skills in Education

Certain strategies are more eloquent than others in teaching students how to think critically. Encouraging critical thinking in the class is indispensable for the learning and growth of the students. In this way, we can raise a generation of innovators and thinkers rather than followers. Some of the benefits offered by thinking critically in the classroom are given below:

It allows a student to decipher problems and think through the situations in a disciplined and systematic manner
Through a critical thinking ability, a student can comprehend the logical correlation between distinct ideas
The student is able to rethink and re-justify his beliefs and ideas based on facts and figures
Critical thinking skills make the students curious about things around them
A student who is a critical thinker is creative and always strives to come up with out of the box solutions to intricate problems
Critical thinking skills assist in the enhanced student learning experience in the classroom and prepares the students for lifelong learning and success
The critical thinking process is the foundation of new discoveries and inventions in the world of science and technology
The ability to think critically allows the students to think intellectually and enhances their presentation skills, hence they can convey their ideas and thoughts in a logical and convincing manner
Critical thinking skills make students a terrific communicator because they have logical reasons behind their ideas

Critical Thinking Lessons and Activities

11 Activities that Promote Critical Thinking in the Class

We have compiled a list of 11 activities that will facilitate you to promote critical thinking abilities in the students. We have also covered problem solving activities that enhance student’s interest in our another article. Click here to read it.

1. Worst Case Scenario

Divide students into teams and introduce each team with a hypothetical challenging scenario. Allocate minimum resources and time to each team and ask them to reach a viable conclusion using those resources. The scenarios can include situations like stranded on an island or stuck in a forest. Students will come up with creative solutions to come out from the imaginary problematic situation they are encountering. Besides encouraging students to think critically, this activity will enhance teamwork, communication and problem-solving skills of the students.

Read our article: 10 Innovative Strategies for Promoting Critical Thinking in the Classroom

2. If You Build It

It is a very flexible game that allows students to think creatively. To start this activity, divide students into groups. Give each group a limited amount of resources such as pipe cleaners, blocks, and marshmallows etc. Every group is supposed to use these resources and construct a certain item such as building, tower or a bridge in a limited time. You can use a variety of materials in the classroom to challenge the students. This activity is helpful in promoting teamwork and creative skills among the students.

It is also one of the classics which can be used in the classroom to encourage critical thinking. Print pictures of objects, animals or concepts and start by telling a unique story about the printed picture. The next student is supposed to continue the story and pass the picture to the other student and so on.

4. Keeping it Real

In this activity, you can ask students to identify a real-world problem in their schools, community or city. After the problem is recognized, students should work in teams to come up with the best possible outcome of that problem.

5. Save the Egg

Make groups of three or four in the class. Ask them to drop an egg from a certain height and think of creative ideas to save the egg from breaking. Students can come up with diverse ideas to conserve the egg like a soft-landing material or any other device. Remember that this activity can get chaotic, so select the area in the school that can be cleaned easily afterward and where there are no chances of damaging the school property.

6. Start a Debate

In this activity, the teacher can act as a facilitator and spark an interesting conversation in the class on any given topic. Give a small introductory speech on an open-ended topic. The topic can be related to current affairs, technological development or a new discovery in the field of science. Encourage students to participate in the debate by expressing their views and ideas on the topic. Conclude the debate with a viable solution or fresh ideas generated during the activity through brainstorming.

7. Create and Invent

This project-based learning activity is best for teaching in the engineering class. Divide students into groups. Present a problem to the students and ask them to build a model or simulate a product using computer animations or graphics that will solve the problem. After students are done with building models, each group is supposed to explain their proposed product to the rest of the class. The primary objective of this activity is to promote creative thinking and problem-solving skills among the students.

8. Select from Alternatives

This activity can be used in computer science, engineering or any of the STEM (Science, Technology, Engineering, Mathematics) classes. Introduce a variety of alternatives such as different formulas for solving the same problem, different computer codes, product designs or distinct explanations of the same topic.

Form groups in the class and ask them to select the best alternative. Each group will then explain its chosen alternative to the rest of the class with reasonable justification of its preference. During the process, the rest of the class can participate by asking questions from the group. This activity is very helpful in nurturing logical thinking and analytical skills among the students.

9. Reading and Critiquing

Present an article from a journal related to any topic that you are teaching. Ask the students to read the article critically and evaluate strengths and weaknesses in the article. Students can write about what they think about the article, any misleading statement or biases of the author and critique it by using their own judgments.

In this way, students can challenge the fallacies and rationality of judgments in the article. Hence, they can use their own thinking to come up with novel ideas pertaining to the topic.

10. Think Pair Share

In this activity, students will come up with their own questions. Make pairs or groups in the class and ask the students to discuss the questions together. The activity will be useful if the teacher gives students a topic on which the question should be based.

For example, if the teacher is teaching biology, the questions of the students can be based on reverse osmosis, human heart, respiratory system and so on. This activity drives student engagement and supports higher-order thinking skills among students.

11. Big Paper – Silent Conversation

Silence is a great way to slow down thinking and promote deep reflection on any subject. Present a driving question to the students and divide them into groups. The students will discuss the question with their teammates and brainstorm their ideas on a big paper. After reflection and discussion, students can write their findings in silence. This is a great learning activity for students who are introverts and love to ruminate silently rather than thinking aloud.

Finally, for students with critical thinking, you can go to GS-JJ.co m to customize exclusive rewards, which not only enlivens the classroom, but also promotes the development and training of students for critical thinking.

Read our next article: 10 Innovative Strategies for Promoting Critical Thinking in the Classroom

Critical Thinking: Investigating Arguments

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USA Today Crossword May 29 2024 Answers (5/29/24)

O ur USA Today Crossword May 29, 2024 answers guide should help you finish today’s crossword if you’ve found yourself stuck on a crossword clue. USA Today Crossword is a popular daily puzzle that tests the player’s vocabulary, spelling, and general knowledge skills. The puzzle is available in print and digital format and is enjoyed by people of all ages. The clues can range from easy to challenging and the player must use their critical thinking abilities to solve the puzzle. It is a great way to pass the time and challenge oneself.

USA Today Crossword May 29, 2024 Answers

If you need help solving the USA Today Crossword on 5/29/24, we’ve listed all of the crossword clues below so you can find the answer(s) you need. You can search for the clue and then select the appropriate clue to get the answer. We have done it this way so that if you’re just looking for a handful of clues, you won’t spoil other ones you’re working on!

Looking for answers to another USA Today Crossword puzzle? Check out our archive of USA Today Crossword Answers .

The USA Today Crossword is a daily crossword puzzle that is published in the USA Today newspaper and on its website. The puzzle is known for its contemporary and pop culture references, as well as its accessibility to solvers of all skill levels.

The USA Today Crossword was first introduced in 2002, and has since become a popular source of entertainment and mental stimulation for crossword enthusiasts of all ages. The puzzle is created by a team of experienced crossword constructors, who are known for their creativity and skill in the field of crossword puzzles.

One of the unique features of the USA Today Crossword is its use of a non-standard grid, which can include circles or other shapes. This can make the puzzle even more challenging and interesting to solve. The puzzle also includes a variety of themed sections, which can add an extra layer of complexity to the solving experience.

If you’ve enjoyed this crossword, consider playing one of the other popular crosswords we cover, including: New York Times Crossword (and Mini ), Daily Themed Crossword (and Mini ), LA Times Crossword , and WSJ Crossword .

Our USA Today Crossword May 29, 2024 answers guide should help you finish today’s crossword if you’ve found yourself stuck on a crossword clue. USA Today Crossword is a popular daily puzzle that tests the player’s vocabulary, spelling, and general knowledge skills. The puzzle is available in print and digital format and is enjoyed by people of all ages. The clues can range from easy to challenging and the player must use their critical thinking abilities to solve the puzzle. It is a great way to pass the time and challenge oneself. USA Today Crossword May 29, 2024 Answers If […]

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How to Teach Critical Thinking in the Digital Age-Critical
1 The Importance of Critical Thinking in the Digital Age. 2 Challenges Faced in Teaching Critical Thinking Online. 2.1 Information Overload. 2.2 Technology Distractions. 3 Techniques for Teaching Critical Thinking. 3.1 Asking Open-Ended Questions. 3.2 Debate and Discussion. 3.3 Case Studies and Real-World Applications.
Using Technology To Develop Students' Critical Thinking Skills
Critical thinking is a higher-order cognitive skill that is indispensable to students, readying them to respond to a variety of complex problems that are sure to arise in their personal and professional lives. ... Digital Storytelling Activities. Telling digital stories allows students to use multimedia (images, audio, video) to present ...
Developing a Digital Mindset
02. Developing a Digital Mindset. 03. The Next Great Digital Advantage. Summary. Learning new technological skills is essential for digital transformation. But it is not enough. Employees must be ...
Critical Thinking and the Internet: Skills for a New Era
Lucia Mason, Nicola Ariasi, and Angela Boldrin of the University of Padova conducted a study on critical thinking and the internet. They published their findings in, "Learning and Instruction.". The researchers used a think-aloud method to uncover the critical thinking skills students used when employing the web to delve into a ...
Assessing Critical Thinking in the Digital Era
One of the key difficulties in assessing critical thinking is defining what it is and how it should be measured. Critical thinking is a complex skill that involves the ability to analyze and evaluate information, think creatively, and make reasoned judgments, as Richard Paul and Linda Elder outline in their 2019 publication.
A Fresh Take on Digital Media Literacy and Online Critical Thinking
By implementing the strategies listed above, institutions can better prepare students to navigate the complexities of today's digital world and apply critical thinking skills in real-world situations. References: Khan, Nasreen, et al. "Connecting Digital Literacy in Higher Education to the 21st Century Workforce."
Today's Two Important Skills: Digital Literacy and Critical Thinking
Critical thinking helps people find the relevant and correct information on a specific subject (Cottrell, 2005 ). Therefore, digital literacy and critical thinking are two vital skills for the twenty first century (Halpern, 2003 ). Furthermore, Kong ( 2014) notes that these twenty-first century skills should be mastered for the success in the life.
Understanding and developing Digital Literacy
It is made up of six Competencies - Creative Thinking, Critical Thinking, Learning to Learn, Communication, Collaboration and Social Responsibilities. Linked to these competencies are the three foundation layers that underpin them all. One of these foundation layers is Digital Literacy.
Digital education tools for critical thinking development
The priority of informatization of education involves the use of digital tools for the development of critical thinking through active learning methods, such as discussions, brainstorming, project-based learning, trainings, business games and case studies ( Pegov & Pyanikh, 2010 ). Russia's strategies for socioeconomic development until 2024 ...
Bridging critical thinking and transformative learning: The role of
In recent decades, approaches to critical thinking have generally taken a practical turn, pivoting away from more abstract accounts - such as emphasizing the logical relations that hold between statements (Ennis, 1964) - and moving toward an emphasis on belief and action.According to the definition that Robert Ennis (2018) has been advocating for the last few decades, critical thinking is ...
Digital education tools for critical thinking development
The priority of informatization of education involves the use of digital tools for the development of critical thinking through active learning methods, such as discussions, brainstorming, project-based learning, trainings, business games and case studies (Pegov & Pyanikh, 2010). Russia's strategies for socioeconomic development until 2024 and ...
What Are Critical Thinking Skills and Why Are They Important?
It makes you a well-rounded individual, one who has looked at all of their options and possible solutions before making a choice. According to the University of the People in California, having critical thinking skills is important because they are [ 1 ]: Universal. Crucial for the economy. Essential for improving language and presentation skills.
What Is Critical Thinking?
Critical thinking is the ability to effectively analyze information and form a judgment. To think critically, you must be aware of your own biases and assumptions when encountering information, and apply consistent standards when evaluating sources. Critical thinking skills help you to: Identify credible sources. Evaluate and respond to arguments.
Re-thinking Critical Digital Literacies in the Context of Compulsory
Approaches to critical digital literacies vary considerably and multiple definitions and interpretations of digital literacy can be found in academic literature since the term was first coined by Gilster ().Furthermore, various conceptual digital literacy or competence frameworks have been developed over the past decades by international organisations and institutions (see European Union, 2021 ...
A Short Guide to Building Your Team's Critical Thinking Skills
A Short Guide to Building Your Team's Critical Thinking Skills. by. Matt Plummer. October 11, 2019. twomeows/Getty Images. Summary. Most employers lack an effective way to objectively assess ...
13 Easy Steps To Improve Your Critical Thinking Skills
6. Ask lots of open-ended questions. Curiosity is a key trait of critical thinkers, so channel your inner child and ask lots of "who," "what," and "why" questions. 7. Find your own reputable ...
Teaching Critical Thinking in the Digital Age
A: Critical thinking in the digital age refers to the ability to analyze, evaluate, and synthesize information in a rapidly changing technological landscape. It involves using a combination of logic, reasoning, and creativity to solve problems and make informed decisions.
Critical digital literacies at school level: A systematic review
As such, we perceive criticality as a thread weaved through all aspects of digital literacies, and this can relate to 'critical thinking and understanding regarding digital technology use as well as critical awareness, self-reflection and evaluation of one's own and others' digital practices and online engagement' (Gouseti et al., 2023, p ...
3 Simple Habits to Improve Your Critical Thinking
The good news is that critical thinking is a learned behavior. There are three simple things you can do to train yourself to become a more effective critical thinker: question assumptions, reason ...
Is technology producing a decline in critical thinking and analysis
January 27, 2009. As technology has played a bigger role in our lives, our skills in critical thinking and analysis have declined, while our visual skills have improved, according to research by Patricia Greenfield, UCLA distinguished professor of psychology and director of the Children's Digital Media Center, Los Angeles. Learners have changed ...
What is critical thinking?
Critical thinking is a kind of thinking in which you question, analyse, interpret , evaluate and make a judgement about what you read, hear, say, or write. The term critical comes from the Greek word kritikos meaning "able to judge or discern". Good critical thinking is about making reliable judgements based on reliable information.
Ultimate Critical Thinking Cheat Sheet
Ultimate Critical Thinking Cheat Sheet. Dale Ignatius. 02/24/2023 at 6:28 pm. 02/27/2023 at 9:51 am. Infographic by Global Digital Citizen.
Exploring Digital Literacy's Impact on Students' Critical Thinking
6 Creative Insight. Lastly, digital literacy can stimulate creativity, which is closely linked to critical thinking. As you engage with digital media, you're exposed to diverse perspectives and ...
Is Critical Thinking A Superpower In The AI Era?
Critical thinking is an essential soft skill that empowers professionals to navigate and harness AI technologies effectively in today's digital age. Subscribe To Newsletters.
Critical Thinking: Creating Job-Proof Skills for the Future of Work
1. Introduction: Critical Thinking: Creating Job-Proof Skills for the Future of Work. The rapid evolution of online technologies has ushered in a paradigm shift in employment, redefining the nature of work and the skills required to succeed in the digital age.
11 Activities That Promote Critical Thinking In The Class
6. Start a Debate. In this activity, the teacher can act as a facilitator and spark an interesting conversation in the class on any given topic. Give a small introductory speech on an open-ended topic. The topic can be related to current affairs, technological development or a new discovery in the field of science.
Critical Thinking: Investigating Arguments • Ana Chavez • Skillsoft
Part of critical thinking is being able to identify, construct, and evaluate arguments, because only then will you be able to reach logical conclusions and solve problems. In this course, you'll learn how to use arguments in the right situations and explore what makes up an effective argument. You'll also learn to recognize the common types ...
The Power of Critical Thinking in the Digital Era
The Importance of Critical Thinking in the Digital Age Introduction In today's rapidly evolving digital age, the ability to think critically has become increasingly vital. With a vast amount of information at our fingertips and the prevalence of misinformation, it is crucial to develop the skills necessary to navigate and assess the validity and reliability of the information we encounter.
USA Today Crossword May 29 2024 Answers (5/29/24)
The puzzle is available in print and digital format and is enjoyed by people of all ages. The clues can range from easy to challenging and the player must use their critical thinking abilities to ...
Recognizing collections' critical contributions to banking's bottom line
Recognizing collections' critical contributions to banking's bottom line. May 30, 2024 / Consumer Banking. Is your organization thinking of its collections as a revenue driver? It's time to reconsider the impact of effective collections for the whole enterprise, especially as digital efficiencies remove the silos that traditionally ...