From Learning to Thinking: Cultivating Critical Skills in Higher Education
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Zenodo
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| Format: | Recurso digital |
| Sprache: | Englisch |
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Zenodo
2025
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| _version_ | 1866901483443716096 |
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| author | Zharmagambet Bibigul |
| author_facet | Zharmagambet Bibigul |
| contents | <p>This article examines contemporary pedagogical approaches that support the development of critical thinking in higher education. Through a narrative literature review and conceptual analysis, the study synthesizes findings from 2010–2025 across education, cognitive psychology, and STEM didactics. The article evaluates active learning strategies—including Problem-Based Learning, flipped instruction, case-based approaches, debates, and collaborative learning—through the lenses of Bloom’s Taxonomy and the ICAP engagement model. A conceptual framework is proposed to explain how interactive, inquiry-driven methods contribute to higher-order cognitive development. The discussion highlights pedagogical implications, the evolving role of instructors, and institutional conditions required for effectively fostering critical thinking.</p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_18076594 |
| institution | Zenodo |
| language | eng |
| publishDate | 2025 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | From Learning to Thinking: Cultivating Critical Skills in Higher Education Zharmagambet Bibigul <p>This article examines contemporary pedagogical approaches that support the development of critical thinking in higher education. Through a narrative literature review and conceptual analysis, the study synthesizes findings from 2010–2025 across education, cognitive psychology, and STEM didactics. The article evaluates active learning strategies—including Problem-Based Learning, flipped instruction, case-based approaches, debates, and collaborative learning—through the lenses of Bloom’s Taxonomy and the ICAP engagement model. A conceptual framework is proposed to explain how interactive, inquiry-driven methods contribute to higher-order cognitive development. The discussion highlights pedagogical implications, the evolving role of instructors, and institutional conditions required for effectively fostering critical thinking.</p> |
| title | From Learning to Thinking: Cultivating Critical Skills in Higher Education |
| url | https://doi.org/10.5281/zenodo.18076594 |