The role of teachers in fostering critical thinking skills at the university level
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This study delves into the pivotal role of educators in nurturing critical thinking skills within Lahore's higher education landscape. By examining pedagogical approaches, cultural influences, assessment practices, and faculty readiness, it offers insights that hold significance for educational practitioners and administrators. Employing a quantitative research design with a sample of 370 teachers selected through stratified random sampling, data collected through structured survey questionnaires is analyzed using statistical techniques, including regression analysis, ANOVA, and correlation analysis. Faculty training emerges as a central finding, emphasizing the critical importance of equipping educators with effective pedagogical strategies to stimulate critical thinking. Cultural diversity, though beneficial, presents nuanced challenges in communication and understanding. Thus, universities must balance leveraging diverse perspectives with proactive mitigation of potential hurdles. This research provides actionable insights for educational institutions aiming to cultivate critical thinking among their students in an era where these skills are highly valued in academia and the workforce.
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The interaction between the social environment, the educational context, and cultural diversity creates a complex framework in which critical thinking is not only encouraged but also conditioned by prevailing structures.
“The interaction between the social environment, the educational context, and cultural diversity creates a complex framework in which critical thinking is not only encouraged but also conditioned by prevailing structures”
From Determining Factors for the Development of Critical Thinking in Higher Education (2025) · cites this paper as Afzal et al. 2023
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Sorted by citations
Determining Factors for the Development of Critical Thinking in Higher Education
Jaramillo Gómez, D. L., Álvarez Maestre, A. J., Parada Trujillo, A. E., Pérez Fuentes, C. A., Bedoya Ortiz, D. H., & Sanabria Alarcón, R. K. (2025) · Journal of Intelligence · doi:10.3390/jintelligence13060059 · Cited by 50 · see citing works
“The interaction between the social environment, the educational context, and cultural diversity creates a complex framework in which critical thinking is not only encouraged but also conditioned by prevailing structures (Afzal et al. 2023; Darcie et al. 2024) (Figure 4).”
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- Authors
- Afzal, A., Kamran, F., & Naseem, A.
- Affiliations
- University of Management and Technology (PK)
- Lecturer, Department of Education, University of Baltistan, Skardu, Gilgit-Baltistan, Pakistan.
- Corresponding author
- Afzal, Ayesha
- Venue
- Qlantic Journal of Social Sciences and Humanities
- Publisher
- Qlantic e Publications
- Published
- 2023-09-30
- Volume
- 4
- Issue
- 3
- Pages
- 202-214
- ISSN
- 2791-0229 (ISSN-L)
- 2791-0245
- OpenAlex
- W4387912392
- Cited by
- 19
- References
- 29
- Citations by year
- 2026: 2 · 2025: 11 · 2024: 6
- FWCI
- 14.08
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Qlantic Journal of Social Sciences and Humanities (publishedVersion, cc-by-nc)
- Topics
- Social Sciences › Education › Education and Critical Thinking Development
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Keywords
- critical thinking, teacher role, higher education, teaching methods, faculty training, cultural diversity, assessment practices, faculty readiness, university faculty, Lahore
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