Home⇛Journal of Interdisciplinary Perspectives⇛vol. 3 no. 8 (2025)

Cultivating 21st-Century Skills: A Comparative Study of Critical Thinking Development Across Higher Education Disciplines

Charlie T. Anselmo | Dionicio D. Gante | Jonathan Lord R. Aquino | Freddie R. Cabrera | Ronnie Boy V. Blas | Medilyn M. Ines | Mildred V. Matulin | Rainiel Eufenia

Discipline: Education

 

Abstract:

This study examined the challenges instructors face in developing critical thinking skills across various disciplines in higher education. A quantitative descriptive correlational research design was employed, involving college instructors from multiple fields, including Science Education, Social Science, English Education, Agriculture Sciences, and Mathematics, in Isabela, Philippines. The study identified common challenges, including students' struggles with higher-order thinking tasks, a preference for memorization over critical analysis, time constraints, and limitations in curriculum structure. Practical strategies for enhancing essential thinking include collaborative learning, problem-based learning, and the use of digital tools. The extent of critical thinking incorporation varies across disciplines, with some fields exhibiting stronger integration than others. While instructors generally perceive adequate institutional support, there are differences in their perceptions of training and professional development opportunities across disciplines. This study highlights the need for targeted interventions to address discipline-specific challenges and enhance the development of critical thinking across various academic fields. Recommendations include implementing specialized professional development for instructors, restructuring curricula to accommodate more essential thinking activities, developing transition programs to help students shift to higher-order thinking, standardizing the integration of critical thinking across disciplines, and regularly assessing and sharing best practices among faculty members.a



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