Critical thinking in teaching and research

Critical thinking – the ability to interpret, understand, analyse and synthesise information – has always been a crucial element of higher education teaching and research. It is a bulwark against misinformation, bias, polarising politics and, increasingly, the limitations of artificial intelligence. As students graduate into the workforce, their capacity to evaluate multiple sources of information will improve their decision-making, problem-solving and ability to participate in democratic society. Critical thinking supports robust research in all areas – from STEM to business to the creative arts – whether it is applied to journal articles, research methodology or data analysis. And, as this collection of insight and advice from academics from around the world shows, the humanities and social sciences supply the framework and road map for the metacognition and critical reflection that allow knowledge to be understood from multiple angles and contexts.

Building critical thinking foundations and independent thought

Social media’s flood of misinformation, the rise of “fake news” and increasingly entrenched political polarisation are all testing the role of critical thinking and demonstrating why it must sit at the heart of higher education. At a more immediate level, deep thinking and learning drive student satisfaction, as these articles show.

‘We must replace critical thinking with intuitive critical thinking’ Here, Patrik K. Meyer from Halic University explains why intuitive critical thinking is necessary to understand our complex, multidimensional world.

Teaching critical thinking is not enough – we must design for and assess it, too To truly embed critical thinking in higher education, educators must align teaching, assessment and expectations from the ground up, argues Virginia Tech’s Nicole Pitterson.

Using directional reflection to stimulate students’ evaluative thinking Reflection is not something that students engage in automatically, explains Simon Brownhill from the University of Bristol – they need help and support from their lecturers.

Teaching students to think for themselves is not enough Educators must nurture students’ capacity for independent critical thinking but also show them how to help others think well, too, as T. Ryan Bylerly from the University of Sheffield outlines. 

Want to increase student satisfaction? Activate higher-order thinking skills Activating students’ self-reflection, listening and deep learning enhances their university experience, writes Irina Shcheglova from Xi’an Jiaotong Liverpool University.

Pedagogies that develop critical thinking skills

Teaching methods such as problem-based, student-centred and affective learning can centre critical thinking by encouraging students to take the lead and question themselves and their thoughts. Here’s how to put them into practice. 

How to embed critical thinking from course design to assessment Drawing on problem-based and inquiry-based learning, this practical advice from M. C. Zhang of Macau University of Science and Technology aims to help educators nurture students’ ability to evaluate information at all stages of teaching.

What is affective learning and how can it foster engagement and critical thinking? Helping students express their emotions and opinions allows them to develop a deeper understanding of complex topics, explain Jyoti Devi (Brinda) Mahadeo from the University of Bradford and Rabindra Nepal of the University of Wollongong.

‘Well…what do you think?’ Responding to challenging questions in the moment Encouraging learners to ask questions, and helping them to feel safe to do so, can stimulate students’ ability to understand content more deeply and how it can be applied, writes Roma Forbes from the University of Queensland.

What is metacognition? Get students thinking about their thinking The goal of using metacognition is to empower students to think, act and communicate more like a disciplinary expert who can ask appropriate questions in context, writes Charlie Reis from Xi’an Jiaotong-Liverpool University.

Where humanities and social sciences shine: teaching students how to think

From Socratic questioning to creative writing exercises, studying philosophy to interrogating the paranormal, the ability to teach students the value of critical thinking when addressing complicated questions with no definitive answers – and the skills to refine it – is where the liberal arts and social sciences come into their own, as these academics explain.

Believe it or not, you can use conspiracy theories as tools for teaching Malcolm Schofield from the University of Derby offers techniques from parapsychology and belief studies that can make research and analysis more rigorous.

Using philosophy to enhance online students’ critical thinking skills In an online environment, where students often manage large amounts of information, the skills to ask questions, reason through problems and examine assumptions become even more important, explains Garth Elzerman from Xi’an Jiaotong-Liverpool University.

A little more conversation: using Elvis to teach critical theory Analysing an American icon via film and critical theories builds an authentic learning space that can inform understanding of cultural commonplaces, writes Stone Meredith of Colorado State University Global.

How to use journalism and current affairs to support your teaching Noam Schimmel from the University of California, Berkeley explains how to use news articles, video and obituaries to teach complex subjects such as human rights.

Oral history for all: a research method that crosses disciplinary boundaries Oral history’s potential to capture lesser-known perspectives deserves appreciation beyond the humanities. Three academics from the University of Southampton share how it works.

How Socrates can help your students question information What can academics do to counterbalance misinformation and debunk popular myths within our own disciplines? Konstantinos Arfanis from Arden University has useful techniques.

‘What artists do is say the quiet bits out loud’ Students will face the harsh demands of creativity and problem-solving in their daily professional lives – and, as educators, we need to help them tap into deeper places that lead to novel solutions to intractable problems, says Stephen Sewell from Australian National University.

Developing students’ critical thinking ability when AI is everywhere

Educators face a dilemma over ubiquitous GenAI: how to foster ethical, purposeful AI use while mitigating against students using it to take shortcuts that replace thinking for themselves? These articles look at how critical thinking and assessment design can support learning and cognitive skill development alongside GenAI.

When we encourage AI use, how can we still assess student thinking? Isabel Fischer from Warwick Business School outlines essay-type assessments that allow students to reflect on their learning and AI use – and make marking more interesting.

(Re)learning critical reading in the age of GenAI Students need reading strategies such as the ability to interrogate author intent, word choice and references when dealing with AI-produced texts, argues Brendan Carey from the University of Exeter.

When AI asks: ‘Why?’ and facilitates critical thinking Chatbots can be used at scale to mimic the Socratic method in university assessment and guide students to reflect on their thinking and reasoning process, writes Meryem Yilmaz Soylu from Georgia Tech’s Center for 21st Century Universities.

A four-step process to embedding AI literacy in business courses Business students will need to know how to work with AI tools in their future careers. John Murphy from the University of Adelaide shares a four-step process.

Is critical thinking the answer to generative AI? Not exactly. Transitioning to assessment approaches that target critical thinking will need to focus on the human and subjective elements of thought, write Jason M. Lodge and Luke Zaphir from the University of Queensland.

‘As a teacher of responsible business, I’m banning GenAI in my classroom’ GenAI is getting in the way of students developing intellectual curiosity and respect for each other’s perspectives, and their becoming informed, thoughtful citizens, writes IÉSEG School of Management’s Maja Korica.

Applying critical thinking skills in research and public outreach

Robust research relies on scholars who can dispassionately analyse data and information sources, synthesise competing findings and viewpoints, and communicate knowledge clearly with peers, industry and the public. These resources offer pointers on advancing the critical thinking skills so vital to good scholarship, inside and outside the academy. 

When open data meets publish-or-perish At every stage of the research process, critical thinking acts as a compass – it urges caution against overconfident claims and reminds us that the goal is understanding, not mere output, writes Timo Lorenz of MSB Medical School Berlin.

Four ways to help students develop critical thinking skills Justin Fendos from Xi'an Jiaotong-Liverpool University shares ways to help students develop research skills through data analysis training and course design.

Evidence synthesis: what every student (and researcher) should know The ability to collect, summarise and analyse data is vital for students and researchers in medical and healthcare-related fields, writes Alessio Bellato from the University of Southampton.

How to improve the public understanding of evidence How can academics trained in evaluating evidence engage the wider public in this process? UPEN member Rebecca Dewey from the University of Nottingham offers ways to differentiate fact from fiction.

A four-step process to transform everyone into a fact-checker This strategy allows students to decide how far they want to interrogate information, based on their available time and effort, explains Stephanie Jean Tsang from Hong Kong Baptist University.

What is peer review and why it is important? Peer review is the lifeblood of good science. Marc Gillett from IOP Publishing explains how the process works and what reviewers are looking for in an academic paper.

Breaking down the barriers to critical thinking

Misinformation, unconscious bias and tech-led information saturation can all obstruct the practice of assessing data, research papers, media headlines and social media posts to reach sound conclusions. These articles offer advice on training tomorrow’s thinkers, scientists and leaders to navigate these challenges to critical thinking and decision-making.

Teaching students how to spot scientific misinformation Students need the skills to critically evaluate headlines, interpret data responsibly and assess research methodologies. Here, Bradford Vivian from Penn State College of the Liberal Arts shares strategies to help students develop them.

Biased AI poses a threat to academic freedom that must be confronted Shweta Singh from Warwick Business School explains how academics can manage and guide the use of GenAI so it enhances learning and independent thought and does not hamper academic freedom.

Students aren’t giving up social media, so teach them how to question it Whatever our own opinions on social media, we must educate our students about locating bias and reading their preferred platforms critically, says Stone Meredith from Colorado State University Global.

Thank you to all the academics and higher education professionals who contributed their advice and insight on this essential topic.

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