scholarly journals EXPLORING TEACHERS’ PERCEPTIONS OF 21ST CENTURY SKILLS IN TEACHING AND LEARNING IN ENGLISH LANGUAGE CLASSROOMS IN OMAN’S HIGHER EDUCATION INSTITUTIONS

2018 ◽  
Vol 6 (1) ◽  
pp. 191
Author(s):  
Victoria Tuzlukova ◽  
Saleh Al Busaidi ◽  
Samantha Burns ◽  
Galina Bugon
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Critical Thinking ◽  
21St Century ◽  
English Language ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Professional Career ◽  
Language Classrooms ◽  
English Language Classrooms

This paper addresses the need to ensure that higher education is suitably adapted to equip students with effective skills, which are regarded key requirements for a successful professional career in the 21st century, and draws attention to the importance of these skills. In more detail, it reports on the result of a study conducted across higher education providers in the Sultanate of Oman that focused on teachers’ critical thinking skills’ conceptual knowledge and understanding; their views and perception of critical thinking in relation to the English language classroom; and the teaching and professional development of critical thinking. Findings reveal that teachers perceive the importance of employing critical thinking skills in their teaching, yet they lack support in their implementation. Both at an institutional level and in terms of professional development, there is scope for improving how critical thinking is incorporated in English language classrooms, instructional approaches and teaching materials.

scholarly journals Online Learning in Higher Education to Encourage Critical Thinking Skills in the 21st Century

2018 ◽  
pp. 146-153
Author(s):  
Dewi Kusuma Wardani ◽  
Trisno Martono ◽  
Laurensia Claudia Pratomo ◽  
Duta Sabiila Rusydi ◽  
Dwi Hendra Kusuma
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Critical Thinking ◽  
21St Century ◽  
Thinking Skills ◽  
Critical Thinking Skills

scholarly journals The Study of English Curriculum at Secondary Level for Developing Critical Thinking

2021 ◽  
Vol 58 (1) ◽  
pp. 1940-1950
Author(s):  
Dr. Asifa Qasim, Muhammad Ajmal, Tanzeela Azam
Keyword(s):  
Critical Thinking ◽  
Secondary Students ◽  
English Language ◽  
Secondary Level ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
English Curriculum ◽  
Proposed Model ◽  
Language Classrooms ◽  
English Textbooks

The original input of this study involves in creating a critical thinking structure that can be used to explore the elements of critical thinking in the textbooks. The teachers, who are concerned with the improvement of students’ critical thinking skills, can also use this structure as a guideline. This study attempts to find out the extent to which critical thinking has been manifested in the two selected English textbooks, Punjab Textbook Board (PTB) and Oxford Progressive English (OPE) taught at secondary level in different Pakistani schools. It is the text that determines how effectively the critical thinking and knowledge is being developed in the learners. Both critical thinking and knowledge are the need of students at secondary level and these skills are essential for the English Language classrooms. These skills enable the students to learn concepts more thoroughly and without this learning outcome cannot be achieved. The questions given at the end of chapters of English textbooks (PTB) and (OPE) have been qualitatively analyzed. The proposed model of critical thinking used by Janpha Thadphoothon (2005) has been employed in this study. The findings of the content revealed that both text books contained the elements of critical thinking helpful in enhancing the knowledge of the students. The PTB textbook covers 25.37% and OPE covers 43.18% of critical thinking content for the secondary students. The findings revealed that the textbook published by OPE is playing a more significant role in developing critical thinking and enhancing knowledge in the students as compared to the PTB textbook.

A Compass During the Storm: Offering Students Critical Rigor for Polarizing Times

2021 ◽  
pp. 1-5
Author(s):  
Andrew M. Wender ◽  
Valerie J. D’Erman
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Civic Engagement ◽  
Political Science ◽  
Cognitive Processes ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Objective ◽  
First Year

ABSTRACT Teaching and learning in higher education is occurring, unavoidably, within the broader civic context of today’s extraordinarily polarizing political times. We seek to help students situate themselves with respect to and, above all, thoughtfully assess others’ as well as their own perspectives on issues of profound contention, without contributing to exacerbated polarization ourselves. Specifically, we offer students in our first-year exploratory political science course a vital tool—critical rigor—for navigating but not being inundated by the storm. This article discusses our experiences in teaching the course titled, “The Worlds of Politics,” as we attempt to help students deeply engage in cognitive processes of critical thinking and analysis, without undue infringement from their own—and least of all our own—personal political biases. Our focal learning objective is the cultivation of critical-thinking skills that promote students’ drawing of distinctions between advocacy and analysis, as well as their discerning civic engagement.

Fostering Critical Thinking Skills in European and Asian Higher Education Institutions

2021 ◽  
pp. 138-150
Author(s):  
Svetlana Antonova ◽  
Tatyana Pletyago ◽  
Anna Ostapenko
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Classroom Environment ◽  
Tertiary Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
University Education ◽  
Modern World ◽  
Sufficient Information ◽  
Professional Activities

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.

scholarly journals Enhancing Critical Thinking Skills in Nursing Higher Education in Preparation for the Industrial Revolution 4.0

2021 ◽  
pp. 793-804
Author(s):  
Argi Virgona Bangun ◽  
Andria Pragholapati
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Nursing Education ◽  
Nursing Students ◽  
Creative Thinking ◽  
Industrial Revolution ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Human Potential ◽  
Educational Strategies

Nursing higher education will challenge the dynamics of the work environment in the Industrial Revolution Era 4.0 and they will compete with digital technology. Critical thinking skills as one of the basic competencies must support higher education in preparation for the industrial revolution 4.0. Exploring thinking skills makes nursing students will be trained in their punishment and analysis skills according to their knowledge. Critical thinking skills not only guide students to develop continuing skills, but also help nursing students to be motivated to create innovation in college. The aims of this review is to learn the critical skills needed in higher education to prepare for the industrial revolution 4.0 based on literature understanding. There are 6 (six) important things about Critical Thinking in nursing education in the Industrial Revolution Era 4.0, namely Definition of Critical Thinking, Why do we need to focus on critical thinking in higher education, Why is critical thinking needed in industry 4.0 preparation, Industry Innovation 4.0 and human potential to overcome environmental problems, Critical Thinking in Nursing Education, and Educational Strategies for Developing Critical Thinking in Nursing. These critical thinking skills are suitable for equipping students in higher education before they enter different workplaces. Educational strategies in developing critical thinking skills by supporting the use of questions, small group activities, role plays, debates, use of case studies, journals, simulations, puzzles, problem solving and writing assignments. Nursing students who think critically in line with creative thinking and innovation will be useful to survive in the dynamics of the industrial revolution 4.0 and beyond in the world of the future.     Keywords: Critical Thinking, Nursing Higher Education, Industrial Revolution 4.0

Watching TV News

2015 ◽  
pp. 271-290
Author(s):  
Joseph Albert Cernik
Keyword(s):  
Higher Education ◽  
Public Policy ◽  
Critical Thinking ◽  
Television News ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Policy Issues ◽  
Tv News ◽  
Watching Tv ◽  
Vanderbilt University

This chapter focuses on the shortcomings of learning about complex policy issues from television news. The chapter uses the Vanderbilt University Television News Archive website to examine issues raised and not raised by television news, as well as the duration of time spent on issues by news shows. Examining the limitations of television news' ability to present and address complex public policy issues serves as a means to focus on critical thinking in the higher education setting. Two public policy issues are explored in this chapter, Constitutional interpretation and the Affordable Care Act, sometimes referred to as ObamaCare, as the means to show how limited television news is regarding presenting the often frustrating aspects of complex policy issues. Several methods used by the author to help students apply critical thinking skills are discussed. The results of these methods are also addressed.

Fostering Critical Thinking Using Instructional Strategies in English Classes

2019 ◽  
pp. 299-316
Author(s):  
Şenol Orakcı ◽  
Mehmet Durnali ◽  
Osman Aktan
Keyword(s):  
Critical Thinking ◽  
Learning Strategies ◽  
Language Learners ◽  
Critical Literacy ◽  
English Language ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
English Language Teaching ◽  
Self Assessment ◽  
English Classes

The aim of the chapter is to provide both theoretical and practical ideas about critical thinking development within English language teaching contexts. Encouraging language learners to be critical thinkers is important in teaching English as a foreign language. However, achieving the goal remains a challenge. Using various strategies together seem to be effective when properly implemented. Therefore this chapter outlines these strategies which include communicative language tasks, using authentic meaningful texts, using critical literacy, being aware of whole-brain learning, adopting a reflective teaching, enabling students to become autonomous, using explicit instruction, teacher questioning, using active and cooperative learning strategies, using literature in English classes, using creative drama, and adopting self-assessment. Teachers can enable learners to have critical thinking skills and more efficient English lessons by combining these strategies in a new way or by designing critical thinking activities in the classroom.

Essential Skills for the 21st Century Workforce

2019 ◽  
pp. 134-147
Author(s):  
Maureen N. Short ◽  
Yolanda Keller-Bell
Keyword(s):  
Critical Thinking ◽  
Labor Markets ◽  
Technological Innovation ◽  
21St Century ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Century ◽  
Knowledge And Skills ◽  
New Knowledge ◽  
Workforce Skills

This chapter contends that increasing technological innovation has disrupted and continues to disrupt the labor markets making some jobs obsolete and workers redundant. The key to success in the twenty-first century and future labor markets is to combine hard and soft skills into a comprehensive package tailored to specific needs including the ability to think clearly about complex problems, apply creative and innovation solutions to solve problems, and apply new knowledge and skills in new settings. This chapter will provide a discussion of some of the reasons underlying the demand for higher workforce skills and a descriptive overview of curricula and pedagogy that promote students' acquisition and application of critical thinking skills as well as other skills considered essential for 21st century workforce.

Optimizing K-14 Instruction to Infuse 21st Century Skills

2013 ◽  
Vol 1583 ◽  
Author(s):  
Deborah Day ◽  
Cindy Guo ◽  
Nicole Ferrari ◽  
Heather Edgecumbe ◽  
Christine Broadbridge
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Self Efficacy ◽  
21St Century Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Technological Fluency ◽  
Subject Areas ◽  
K 12 ◽  
The Impact

ABSTRACTThis multi-phased study investigates the learning outcomes of courses taught in the K-14 classroom. Specifically, the methods and practices teachers use to develop and encourage 21st Century Skills including critical thinking skills and technological fluency in all subject areas, STEM and non-STEM related, are of great interest. Currently, these skills are in high demand in fields which develop advanced materials and are the backbone of the National Academiesdeveloped Frameworks for K-12 Science Education. Phase I participants in this study included high school and college educators while Phase II of the study will involve K-14 students. In this study, educators were asked to rate their teaching self-efficacy in two primary areas: critical thinking skills and technological fluency. This included questions related to components in their current curriculum as well as methods of assessment [e.g., rubrics]. The instrument created to measure self-efficacy was based on a modified ‘Science Teaching Efficacy Belief Instrument' (STEBI). All participants were from Connecticut. Results indicate that both STEM and non-STEM related subject areas offer an equally rich array of opportunities to effectively teach critical thinking and technological fluency at a variety of educational levels. The impact of Professional Development on teacher self-efficacy was of particular importance, especially in K-12 education.

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