Fostering Critical Thinking Skills in European and Asian Higher Education Institutions
DOI:
https://doi.org/10.52634/mier/2020/v10/i2/1335Keywords:
Critical Thinking, Teaching Methods, Learning Outcome, Curricula, Case Study, Academic Model.Abstract
There is a demand for transformation in higher education. Undergraduates need to be taught critical thinking, an essential skill that should be central to the mission of all educational institutions. Critical thinking is a key focus of academic interest among researchers in the field of pedagogy and methodology. Despite this, there is still a lack of sufficient information on approaches, methods, techniques, and means of incorporating critical thinking skills in the classroom environment at the tertiary education level. The purpose of this paper is to provide a comprehensive review of the hands-on experiences of some European and Asian universities in promoting critical thinking education using a range of academic models. The review shows that critical thinking has already been integrated into many major tertiary education programmes in both European and Asian universities. Further, majority of the academic models implemented are transferable and flexible. The results confirm that in terms of content, methods, and technologies, university education is focusing on cultivating the higher order skills necessary for innovative professional activities in modern world.
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Copyright (c) 2021 Svetlana Antonova, Tatyana Pletyago, Anna Ostapenko
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