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

Authors

  • Charlie T. Anselmo College of Education, Isabela State University, Cauayan City, Isabela, Philippines
  • Dionicio D. Gante College of Computing Studies, Information and Communication Technology, Isabela State University, Cauayan City, Isabela, Philippines
  • Jonathan Lord R. Aquino College of Education, Isabela State University, Cauayan City, Isabela, Philippines
  • Freddie R. Cabrera College of Education, Isabela State University, Cauayan City, Isabela, Philippines
  • Ronnie Boy V. Blas College of Education, Isabela State University, Cauayan City, Isabela, Philippines
  • Medilyn M. Ines College of Business and Management, Isabela State University, Cauayan City, Isabela, Philippines
  • Mildred V. Matulin College of Business and Management, Isabela State University, Cauayan City, Isabela, Philippines
  • Rainiel Eufenia College of Education, Isabela State University, Cauayan City, Isabela, Philippines

DOI:

https://doi.org/10.69569/jip.2025.373

Keywords:

21st-century skills, Critical thinking skills, Disciplines, Higher education, Instructional strategies

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.

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Published

2025-07-02

How to Cite

Anselmo, C., Gante, D., Aquino, J. L., Cabrera, F., Blas, R. B., Ines, M., … Eufenia, R. (2025). Cultivating 21st-Century Skills: A Comparative Study of Critical Thinking Development Across Higher Education Disciplines. Journal of Interdisciplinary Perspectives, 3(8), 105–113. https://doi.org/10.69569/jip.2025.373

Issue

Vol. 3 No. 8 (2025): August 2025 Issue

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Articles

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