Conceptualising, developing and evaluating critical thinking skills in higher education : a Malaysian perspective

Abstract

This mixed-methods research contributes to the enhancement of teaching and learning critical thinking (CT) skills in higher education, with broader implications for the Malaysian educational context. First, students and educators co-produced descriptions of CT skills with improved readability and clarity (as measured by the Flesch-Kincaid metric) compared to existing descriptions that have previously been widely used in education research. Second, these descriptions were employed in a survey of Malaysian undergraduate student groups. Students rated all CT skills as relatively important, with no meaningful differences across discipline or study year. Third, to enhance students’ self-efficacy in analysis and self-regulation skills, an intervention combined argument mapping with explicit instruction of the CT skills, evaluating the effect of delivery mode (in-person workshop versus online self-paced module). The selection of these two skills was driven by students’ feedback during a preliminary focus group study, where they were recognised as both important and underdeveloped. Mixed ANOVA results showed significant improvements in students’ self-efficacy in the two targeted CT skills, with no significant differences between delivery mode nor interactions with time. Qualitative feedback from a subset of participants provided meaningful insights into their post-intervention perceptions and experiences. Collectively, these studies offer valuable insights into making CT education more accessible and effective for diverse student populations.