Enhancing Students' Critical Thinking Skills through Engagement with Innovative Pedagogical Practices in Global South

Autor/inn/en	Okolie, Ugochukwu Chinonso; Igwe, Paul Agu; Mong, Ifeanyi Kalu; Nwosu, Hyginus Emeka; Kanu, Clementina; Ojemuyide, Chidiebere C.
Titel	Enhancing Students' Critical Thinking Skills through Engagement with Innovative Pedagogical Practices in Global South
Quelle	In: Higher Education Research and Development, 41 (2022) 4, S.1184-1198 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Okolie, Ugochukwu Chinonso) ORCID (Igwe, Paul Agu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2021.1896482
Schlagwörter	Critical Thinking; Thinking Skills; College Faculty; Teaching Methods; Active Learning; Management Development; Developing Nations; Teacher Surveys; Inquiry; Problem Solving; Barriers; Cross Cultural Studies + Suchen Sie Ihr Suchwort? Kritisches Denken; Denkfähigkeit; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Developing country; Developing countries; Entwicklungsland; Problemlösen; Cultural comparison; Kulturvergleich
Abstract	This study shows how HE teachers (particularly, business management and vocational studies) experience the teaching of critical thinking to foster student development of critical thinking skills (CTS) while working across diverse international contexts. Using a qualitative online survey and interview methodologies, we obtained rich information from 55 participants from 26 countries in the Global South including HE teachers who incorporate CTS into their teaching practices and those who had studied and briefly taught in developed countries' universities where CT is embedded into the HE learning with an understanding of the subject under study. Focusing on three dominant themes from the thematic analysis, we analyze three key approaches that HE teachers can adopt to enhance students' development of CTS which include: teaching strategies, active learning, setting problem or inquiry. Also, we discuss the perceived challenges that HE teachers may experience in the course of promoting teaching for CTS. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01