critical thinking skills disadvantages

The Disadvantages of Critical Thinking: Don’t Overthink It

Sometimes, critical thinking can lead us to spend too much time and energy on analyzing every detail and possibility of a situation, which can cause stress. Overthinking can also prevent us from taking action or trusting our intuition when it is appropriate. And also make us focus on the flaws, risks, and weaknesses of an idea or a solution, rather than on its strengths, benefits, and opportunities. This can lead to a pessimistic or cynical attitude that can affect our motivation and creativity. Emphasizing the negative can also make us overlook or dismiss positive feedback. It's our duty to identify them and take actions.

Sanju Pradeepa

We’ve all had moments when we spent more time thinking than acting. And that’s usually because we got caught up in the process of critical thinking. It’s not necessarily a bad thing to indulge in. After all, it makes us analyze our decisions, weigh the pros and cons, and come out with a conclusion that is backed by facts and data.

But what if there’s a downside to critical thinking? To be clear, this isn’t an attempt to convince you to just go with your gut feeling all the time. Instead, this article is intended to provide perspective on how excessive overthinking can hinder your progress instead of helping you make an informed decision.

We’ll cover why using critical thinking too much can lead to poor decision-making, how it affects your stress levels, and when it matters most. So don’t overthink it. Let’s dive in and explore the disadvantages of critical thinking together.

Table of Contents

What is critical thinking.

Critical thinking is a term you’ve probably heard bandied about, but what does it actually mean? In short, it’s a way of examining information and forming opinions or judgments based on the evidence at hand.

It’s the ability to take an analytical approach to a problem. This means that critical thinking involves analyzing information in order to form an opinion and then continuing to assess the data in order to challenge and modify that opinion.

At its best, critical thinking can lead to more informed decisions and more effective problem-solving. But there are also some disadvantages to this method of thinking. Read on for more information.

Let’s know more about Critical Thinking – 7 Types of Critical Thinking: A Guide to Analyzing Problems

Disadvantages of Critical Thinking, When You Have Too Much

We all value the power of critical thinking; it’s an invaluable skill to have in any field. But like anything, too much of a good thing can be a problem.

When we overthink things and become overly critical, the consequences can be significant. Often, it can prevent us from making decisions in a timely manner, if at all. It can also lead to missed opportunities, as we become paralyzed by our analysis and fail to seize the moment.

Furthermore, analysis paralysis can lead to high levels of stress and anxiety as we struggle to make up our minds on a given subject or action. We might even fail to recognize the real risks at hand when focusing too much on minor details and missing out on what matters most for successful outcomes.

The takeaway here is that being critical is valuable but remember to balance it with intuition and trust your instincts before you get too deep into overthinking things.

1. Difficulty in Decision-Making

One of the biggest disadvantages of critical thinking is that it can be difficult to make decisions. Because critical thinkers are constantly analyzing and evaluating data to draw conclusions, this can be a time-consuming process.

Even after all the facts and evidence have been gathered, it can take a long time to weigh the pros and cons of each option before making the best decision possible. This means that in some cases, a critical thinker will not be able to make a decision quickly or easily.

On top of that, if there is not enough data or information available about a particular decision, it can be even harder for a critical thinker to come up with a solid solution in an efficient manner. This can cause even more delays in decision-making and may lead to frustration as well as inadequate solutions.

2. You might be overthinking every situation.

When you engage in critical thinking, you may find yourself overthinking every situation and making an issue out of things that don’t need your attention. Going back to our earlier example, if you were to critically analyze the situation of your friend sleeping at your house, you might start to worry about the extra resources it may consume or about how it may affect your relationship. While this could be true, it might also be a bit excessive. In certain situations, it’s better to accept certain things and not overthink them.

This is one of the most common disadvantages of critical thinking: overthinking can lead to analysis paralysis, where one is so focused on analyzing a situation that one becomes unable to make any decisions at all. This can lead to frustration and decreased productivity as no progress is made. Additionally, engaging in too much critical thinking can lead to stress and burnout , which are both counterproductive in any situation.

Therefore, while it’s important to engage in critical thinking when necessary and appropriate, it’s also important not to overdo it. Otherwise, the outcomes you’re hoping for will never be achieved.

3. Unavoidable biases and prejudices

You may think that critical thinking is the answer to everything, but it has its disadvantages too. Most notably, it’s impossible to completely remove our biases and prejudices when looking at the facts. We all have a unique way of looking at things , and these biases may affect how we interpret evidence.

Confirmation Bias – One of the most common biases is called “ confirmation bias,”  where people seek out evidence that supports what they already believe or look for fault in evidence that contradicts it. This often leads to people discrediting any evidence they don’t agree with.

Overconfidence – Another common bias is overconfidence, which can lead us to make more decisions than necessary or, worse yet, poor decisions based on what we think we know.

These biases can affect how people interpret evidence and make decisions, regardless of how logical and reasoned those decisions might seem. That’s why we need to be aware of our own prior beliefs , values, and experiences to prevent our biases from affecting our judgment when using critical thinking skills.

4. Disruption of Imagination and Creativity

As great as it may sound, critical thinking can have its downsides, particularly in the area of imagination and creativity. The process of critical thinking often encourages a strict focus on facts and evidence, which can lead to tunnel vision and the inability to think outside the box.

When we focus too much on analysis and facts, we can become stifled in our creative pursuits. This means that instead of creating something new or being able to think of novel solutions to problems, we are confined by existing thought patterns that don’t allow for exploration or experimentation outside of what is already known.

Limiting Ourselves – Critical thinking is great when it comes to evaluating or assessing existing information or situations, but when it comes to innovating, critical thinking can be limiting. After all, if we are stuck looking at the same evidence from different perspectives, how much further can we go? We need to be open to new ideas and experiences if we want to move forward in our creative pursuits.

Training our brain for critical thinking – An over-reliance on critical thinking skills means that our brains get trained over time to do less imaginative things because our brains become accustomed to relying on a certain pattern of thinking. This means that our brains become so accustomed to certain types of analysis that there is little room left for coming up with unique solutions or uncovering innovative ideas.

It’s true; critical thinking has its advantages. But relying too heavily on this form of thinking could mean that you’re missing out on opportunities for growth and creativity.

5. Lack of Emotional Engagement

Another possible disadvantage of critical thinking is a lack of emotional engagement. The process of critical thinking involves looking at a problem objectively, dispassionately analyzing the facts, and logically concluding. This can be helpful, but it can also lead to a disconnect with the emotional aspect of the problem or issue at hand.

At times, emotional engagement is essential for tackling certain problems. For example, certain social issues might require individuals to tap into their emotions and empathy to come up with solutions that can bring about positive change without harming anyone or anything.

Moreover, emotional understanding is important for developing solutions that take into account different perspectives and experiences. This can help create solutions that are more inclusive and equitable for everyone involved.

Ultimately, critical thinking should not be used as an exclusive method for problem solving or decision-making; it should be used in conjunction with emotional understanding and empathy. This balance between intellectual analysis and emotional engagement can help to ensure solutions that are highly effective and satisfying for everyone involved.

6. Potential for stress and anxiety

As discussed previously, critical thinking can be a great skill to have. However, it does come with disadvantages. For instance, people who engage in critical thinking can experience significant stress and anxiety as a result of constantly evaluating complex ideas and situations.

This is especially true for those who are very good at it, as they may feel pressure to always think critically and make the “right” decision. Additionally, when you’re constantly taking a hard look at problems from all angles, it can be easier to become overwhelmed. It can be difficult to decide which way to go when you have so many options available.

The constant search for evidence – People who think critically often spend a lot of time searching for evidence or trying to find the correct interpretation of facts. While this might lead to effective problem-solving and decision-making, it can also be exhausting psychologically. When you’re constantly sifting through evidence looking for the right answer, it can be hard not to become overwhelmed or discouraged if you don’t find what you’re looking for right away.

The struggle between intuition and logic – It’s also common for critical thinkers to struggle with integrating intuition into their thought processes since they tend to rely heavily on logic and evidence-based reasoning. While this type of thinking is valuable in certain scenarios, relying solely on logic can lead to overlooking potential solutions that may be based more on emotion or instinct than on facts. This can make it difficult for critical thinkers to make decisions without feeling like they’ve overlooked something important.

7. Critical thinking can be time-consuming.

You know that critical thinking is important, but have you ever considered the time it takes to think critically? Well, thinking critically can be a time-consuming endeavor .

You might not think twice about making a quick decision based on intuition or reverting to old habits, but truly making a thoughtful, well-informed decision requires more effort. It’s easy to underestimate the amount of time it can take to dig into the facts and look at an issue from all angles, but that’s what critical thinking is all about.

To ensure that you get the best possible outcome, there are several steps in critical thinking:

• Identify and analyze the problem.
• Research and gather data from reliable sources.
• Generate alternative solutions and evaluate them logically.
• Choose the most suitable option.
• Implement your chosen option, then evaluate its effectiveness and impact.
• Adjust your plan as needed.

This type of process uses up more of our precious time, but it is worth it when you come out with an informed, well-reasoned solution that you can confidently stand behind. That’s why so many organizations prioritize this way of thinking when faced with tough decisions.

8. Critical thinking can lead to uncertainty.

One of the major disadvantages of critical thinking is that it often leads to uncertainty. When you’re looking at a problem or issue from all angles and considering all the available evidence, it can be difficult to come to a definitive solution. It can be hard to know exactly what steps to take as there may be multiple potential solutions.

This can lead to indecision and doubt, which can slow down progress on any project you’re working on. Furthermore, if there are many possible solutions available, it can take time and effort to evaluate each one fully before coming to a decision.

Another downside of critical thinking is that it requires a lot of mental energy and effort. Balancing this with other aspects of work or life can be tricky, as focusing too much on one area at the expense of others is not desirable. It’s important to remember that there are limits to how much critical thinking you should do in any given situation.

While there are certain disadvantages to critical thinking, it is certainly a skill worth having. It can enable you to see past false claims and identify logical fallacies, form your own well-reasoned opinions, and spot when others might be attempting to manipulate or deceive you.

That said, it’s important to remember that critical thinking doesn’t necessarily lead to the “right” answer. It’s important to keep an open mind and be willing to have your beliefs challenged. When used responsibly, critical thinking can be an invaluable asset to anyone. 

• The Advantages & Disadvantages of Critical Thinking by MICAH MCDUNNIGAN published in CLASSROOM (https://classroom.synonym.com/)
• Is Critical Thinking Overrated?  Disadvantages Of Critical Thinking published in EGGCELLENT Work (https://eggcellentwork.com/)

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5 Barriers to Critical Thinking

What holds us back from thinking critically in day-to-day situations.

Posted January 18, 2019 | Reviewed by Davia Sills

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Quite often, discussions of Critical Thinking (CT) revolve around tips for what you or your students should be doing to enhance CT ability. However, it seems that there’s substantially less discussion of what you shouldn’t be doing—that is, barriers to CT.

About a year ago, I posted "5 Tips for Critical Thinking" to this blog, and after thinking about it in terms of what not to do , along with more modern conceptualizations of CT (see Dwyer, 2017), I’ve compiled a list of five major barriers to CT. Of course, these are not the only barriers to CT; rather, they are five that may have the most impact on how one applies CT.

1. Trusting Your Gut

Trust your gut is a piece of advice often thrown around in the context of being in doubt. The concept of using intuitive judgment is actually the last thing you want to be doing if critical thinking is your goal. In the past, intuitive judgment has been described as "the absence of analysis" (Hamm, 1988); and automatic cognitive processing—which generally lacks effort, intention, awareness, or voluntary control—is usually experienced as perceptions or feelings (Kahneman, 2011; Lieberman, 2003).

Given that intuitive judgment operates automatically and cannot be voluntarily "turned off," associated errors and unsupported biases are difficult to prevent, largely because reflective judgment has not been consulted. Even when errors appear obvious in hindsight, they can only be prevented through the careful, self-regulated monitoring and control afforded by reflective judgment. Such errors and flawed reasoning include cognitive biases and logical fallacies .

Going with your gut—experienced as perceptions or feelings—generally leads the thinker to favor perspectives consistent with their own personal biases and experiences or those of their group.

2. Lack of Knowledge

CT skills are key components of what CT is, and in order to conduct it, one must know how to use these skills. Not knowing the skills of CT—analysis, evaluation, and inference (i.e., what they are or how to use them)—is, of course, a major barrier to its application. However, consideration of a lack of knowledge does not end with the knowledge of CT skills.

Let’s say you know what analysis, evaluation, and inference are, as well as how to apply them. The question then becomes: Are you knowledgeable in the topic area you have been asked to apply the CT? If not, intellectual honesty and reflective judgment should be engaged to allow you to consider the nature, limits, and certainty of what knowledge you do have, so that you can evaluate what is required of you to gain the knowledge necessary to make a critically thought-out judgment.

However, the barrier here may not necessarily be a lack of topic knowledge, but perhaps rather believing that you have the requisite knowledge to make a critically thought-out judgment when this is not the case or lacking the willingness to gain additional, relevant topic knowledge.

3. Lack of Willingness

In addition to skills, disposition towards thinking is also key to CT. Disposition towards thinking refers to the extent to which an individual is willing or inclined to perform a given thinking skill, and is essential for understanding how we think and how we can make our thinking better, in both academic settings and everyday circumstances (Norris, 1992; Siegel, 1999; Valenzuela, Nieto, & Saiz, 2011; Dwyer, Hogan & Stewart, 2014).

Dispositions can’t be taught, per se, but they do play a large role in determining whether or not CT will be performed. Simply, it doesn’t matter how skilled one is at analysis, evaluation, and inference—if they’re not willing to think critically, CT is not likely to occur.

4. Misunderstanding of Truth

Truth-seeking is one such disposition towards thinking, which refers to a desire for knowledge; to seek and offer both reasons and objections in an effort to inform and to be well-informed; a willingness to challenge popular beliefs and social norms by asking questions (of oneself and others); to be honest and objective about pursuing the truth, even if the findings do not support one’s self-interest or pre-conceived beliefs or opinions; and to change one’s mind about an idea as a result of the desire for truth (Dwyer, 2017).

Though this is something for which many of us strive or even just assume we do, the truth is that we all succumb to unwarranted assumptions from time to time: that is, beliefs presumed to be true without adequate justification. For example, we might make a judgment based on an unsubstantiated stereotype or a commonsense/belief statement that has no empirical evidence to justify it. When using CT, it’s important to distinguish facts from beliefs and, also, to dig a little deeper by evaluating "facts" with respect to how much empirical support they have to validate them as fact (see " The Dirtiest Word in Critical Thinking: 'Proof' and its Burden ").

Furthermore, sometimes the truth doesn’t suit people, and so, they might choose to ignore it or try and manipulate knowledge or understanding to accommodate their bias . For example, some people may engage in wishful thinking , in which they believe something is true because they wish it to be; some might engage in relativistic thinking , in which, for them, the truth is subjective or just a matter of opinion.

5. Closed-mindedness

In one of my previous posts, I lay out " 5 Tips for Critical Thinking "—one of which is to play Devil’s Advocate , which refers to the "consideration of alternatives." There’s always more than one way to do or think about something—why not engage such consideration?

The willingness to play Devil’s Advocate implies a sensibility consistent with open-mindedness (i.e., an inclination to be cognitively flexible and avoid rigidity in thinking; to tolerate divergent or conflicting views and treat all viewpoints alike, prior to subsequent analysis and evaluation; to detach from one’s own beliefs and consider, seriously, points of view other than one’s own without bias or self-interest; to be open to feedback by accepting positive feedback, and to not reject criticism or constructive feedback without thoughtful consideration; to amend existing knowledge in light of new ideas and experiences; and to explore such new, alternative, or "unusual" ideas).

At the opposite end of the spectrum, closed-mindedness is a significant barrier to CT. By this stage, you have probably identified the inherent nature of bias in our thinking. The first step of CT is always going to be to evaluate this bias. However, one’s bias may be so strong that it leads them to become closed-minded and renders them unwilling to consider any other perspectives.

Another way in which someone might be closed-minded is through having properly researched and critically thought about a topic and then deciding that this perspective will never change, as if their knowledge will never need to adapt. However, critical thinkers know that knowledge can change and adapt. An example I’ve used in the past is quite relevant here—growing up, I was taught that there were nine planets in our solar system; however, based on further research, our knowledge of planets has been amended to now only consider eight of those as planets.

Being open-minded is a valuable disposition, but so is skepticism (i.e., the inclination to challenge ideas; to withhold judgment before engaging all the evidence or when the evidence and reasons are insufficient; to take a position and be able to change position when the evidence and reasons are sufficient; and to look at findings from various perspectives).

However, one can be both open-minded and skeptical. It is closed-mindedness that is the barrier to CT, so please note that closed-mindedness and skepticism are distinct dispositions.

Dwyer, C.P. (2017). Critical thinking: Conceptual perspectives and practical guidelines. UK: Cambridge University Press.

Dwyer, C.P., Hogan, M.J. & Stewart, I. (2014). An integrated critical thinking framework for the 21st century. Thinking Skills & Creativity, 12, 43-52.

Hamm, R. M. (1988). Clinical intuition and clinical analysis: expertise and the cognitive continuum. In J. Dowie & A. Elstein (Eds.), Professional judgment: A reader in clinical decision making, 78–105. Cambridge: Cambridge University Press.

Kahneman, D. (2011). Thinking fast and slow. Penguin: Great Britain.

Lieberman, M. D. (2003). Reflexive and reflective judgment processes: A social cognitive neuroscience approach. Social Judgments: Implicit and Explicit Processes, 5, 44–67.

Norris, S. P. (Ed.). (1992). The generalizability of critical thinking: Multiple perspectives on an educational ideal. New York: Teachers College Press.

Siegel, H. (1999). What (good) are thinking dispositions? Educational Theory, 49, 2, 207–221.

Valenzuela, J., Nieto, A. M., & Saiz, C. (2011). Critical thinking motivational scale: A contribution to the study of relationship between critical thinking and motivation. Journal of Research in Educational Psychology, 9, 2, 823–848.

Christopher Dwyer, Ph.D., is a lecturer at the Technological University of the Shannon in Athlone, Ireland.

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Critical Thinking

Developing the right mindset and skills.

By the Mind Tools Content Team

We make hundreds of decisions every day and, whether we realize it or not, we're all critical thinkers.

We use critical thinking each time we weigh up our options, prioritize our responsibilities, or think about the likely effects of our actions. It's a crucial skill that helps us to cut out misinformation and make wise decisions. The trouble is, we're not always very good at it!

In this article, we'll explore the key skills that you need to develop your critical thinking skills, and how to adopt a critical thinking mindset, so that you can make well-informed decisions.

What Is Critical Thinking?

Critical thinking is the discipline of rigorously and skillfully using information, experience, observation, and reasoning to guide your decisions, actions, and beliefs. You'll need to actively question every step of your thinking process to do it well.

Collecting, analyzing and evaluating information is an important skill in life, and a highly valued asset in the workplace. People who score highly in critical thinking assessments are also rated by their managers as having good problem-solving skills, creativity, strong decision-making skills, and good overall performance. [1]

Key Critical Thinking Skills

Critical thinkers possess a set of key characteristics which help them to question information and their own thinking. Focus on the following areas to develop your critical thinking skills:

Being willing and able to explore alternative approaches and experimental ideas is crucial. Can you think through "what if" scenarios, create plausible options, and test out your theories? If not, you'll tend to write off ideas and options too soon, so you may miss the best answer to your situation.

To nurture your curiosity, stay up to date with facts and trends. You'll overlook important information if you allow yourself to become "blinkered," so always be open to new information.

But don't stop there! Look for opposing views or evidence to challenge your information, and seek clarification when things are unclear. This will help you to reassess your beliefs and make a well-informed decision later. Read our article, Opening Closed Minds , for more ways to stay receptive.

Logical Thinking

You must be skilled at reasoning and extending logic to come up with plausible options or outcomes.

It's also important to emphasize logic over emotion. Emotion can be motivating but it can also lead you to take hasty and unwise action, so control your emotions and be cautious in your judgments. Know when a conclusion is "fact" and when it is not. "Could-be-true" conclusions are based on assumptions and must be tested further. Read our article, Logical Fallacies , for help with this.

Use creative problem solving to balance cold logic. By thinking outside of the box you can identify new possible outcomes by using pieces of information that you already have.

Self-Awareness

Many of the decisions we make in life are subtly informed by our values and beliefs. These influences are called cognitive biases and it can be difficult to identify them in ourselves because they're often subconscious.

Practicing self-awareness will allow you to reflect on the beliefs you have and the choices you make. You'll then be better equipped to challenge your own thinking and make improved, unbiased decisions.

One particularly useful tool for critical thinking is the Ladder of Inference . It allows you to test and validate your thinking process, rather than jumping to poorly supported conclusions.

Developing a Critical Thinking Mindset

Combine the above skills with the right mindset so that you can make better decisions and adopt more effective courses of action. You can develop your critical thinking mindset by following this process:

Gather Information

First, collect data, opinions and facts on the issue that you need to solve. Draw on what you already know, and turn to new sources of information to help inform your understanding. Consider what gaps there are in your knowledge and seek to fill them. And look for information that challenges your assumptions and beliefs.

Be sure to verify the authority and authenticity of your sources. Not everything you read is true! Use this checklist to ensure that your information is valid:

• Are your information sources trustworthy ? (For example, well-respected authors, trusted colleagues or peers, recognized industry publications, websites, blogs, etc.)
• Is the information you have gathered up to date ?
• Has the information received any direct criticism ?
• Does the information have any errors or inaccuracies ?
• Is there any evidence to support or corroborate the information you have gathered?
• Is the information you have gathered subjective or biased in any way? (For example, is it based on opinion, rather than fact? Is any of the information you have gathered designed to promote a particular service or organization?)

If any information appears to be irrelevant or invalid, don't include it in your decision making. But don't omit information just because you disagree with it, or your final decision will be flawed and bias.

Now observe the information you have gathered, and interpret it. What are the key findings and main takeaways? What does the evidence point to? Start to build one or two possible arguments based on what you have found.

You'll need to look for the details within the mass of information, so use your powers of observation to identify any patterns or similarities. You can then analyze and extend these trends to make sensible predictions about the future.

To help you to sift through the multiple ideas and theories, it can be useful to group and order items according to their characteristics. From here, you can compare and contrast the different items. And once you've determined how similar or different things are from one another, Paired Comparison Analysis can help you to analyze them.

The final step involves challenging the information and rationalizing its arguments.

Apply the laws of reason (induction, deduction, analogy) to judge an argument and determine its merits. To do this, it's essential that you can determine the significance and validity of an argument to put it in the correct perspective. Take a look at our article, Rational Thinking , for more information about how to do this.

Once you have considered all of the arguments and options rationally, you can finally make an informed decision.

Afterward, take time to reflect on what you have learned and what you found challenging. Step back from the detail of your decision or problem, and look at the bigger picture. Record what you've learned from your observations and experience.

Critical thinking involves rigorously and skilfully using information, experience, observation, and reasoning to guide your decisions, actions and beliefs. It's a useful skill in the workplace and in life.

You'll need to be curious and creative to explore alternative possibilities, but rational to apply logic, and self-aware to identify when your beliefs could affect your decisions or actions.

You can demonstrate a high level of critical thinking by validating your information, analyzing its meaning, and finally evaluating the argument.

Critical Thinking Infographic

See Critical Thinking represented in our infographic: An Elementary Guide to Critical Thinking .

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Why Is Critical Thinking Important? A Survival Guide

Updated: December 7, 2023

Published: April 2, 2020

Why is critical thinking important? The decisions that you make affect your quality of life. And if you want to ensure that you live your best, most successful and happy life, you’re going to want to make conscious choices. That can be done with a simple thing known as critical thinking. Here’s how to improve your critical thinking skills and make decisions that you won’t regret.

What Is Critical Thinking?

You’ve surely heard of critical thinking, but you might not be entirely sure what it really means, and that’s because there are many definitions. For the most part, however, we think of critical thinking as the process of analyzing facts in order to form a judgment. Basically, it’s thinking about thinking.

How Has The Definition Evolved Over Time?

The first time critical thinking was documented is believed to be in the teachings of Socrates , recorded by Plato. But throughout history, the definition has changed.

Today it is best understood by philosophers and psychologists and it’s believed to be a highly complex concept. Some insightful modern-day critical thinking definitions include :

• “Reasonable, reflective thinking that is focused on deciding what to believe or do.”
• “Deciding what’s true and what you should do.”

The Importance Of Critical Thinking

Why is critical thinking important? Good question! Here are a few undeniable reasons why it’s crucial to have these skills.

1. Critical Thinking Is Universal

Critical thinking is a domain-general thinking skill. What does this mean? It means that no matter what path or profession you pursue, these skills will always be relevant and will always be beneficial to your success. They are not specific to any field.

2. Crucial For The Economy

Our future depends on technology, information, and innovation. Critical thinking is needed for our fast-growing economies, to solve problems as quickly and as effectively as possible.

3. Improves Language & Presentation Skills

In order to best express ourselves, we need to know how to think clearly and systematically — meaning practice critical thinking! Critical thinking also means knowing how to break down texts, and in turn, improve our ability to comprehend.

4. Promotes Creativity

By practicing critical thinking, we are allowing ourselves not only to solve problems but also to come up with new and creative ideas to do so. Critical thinking allows us to analyze these ideas and adjust them accordingly.

5. Important For Self-Reflection

Without critical thinking, how can we really live a meaningful life? We need this skill to self-reflect and justify our ways of life and opinions. Critical thinking provides us with the tools to evaluate ourselves in the way that we need to.

6. The Basis Of Science & Democracy

In order to have a democracy and to prove scientific facts, we need critical thinking in the world. Theories must be backed up with knowledge. In order for a society to effectively function, its citizens need to establish opinions about what’s right and wrong (by using critical thinking!).

Benefits Of Critical Thinking

We know that critical thinking is good for society as a whole, but what are some benefits of critical thinking on an individual level? Why is critical thinking important for us?

1. Key For Career Success

Critical thinking is crucial for many career paths. Not just for scientists, but lawyers , doctors, reporters, engineers , accountants, and analysts (among many others) all have to use critical thinking in their positions. In fact, according to the World Economic Forum, critical thinking is one of the most desirable skills to have in the workforce, as it helps analyze information, think outside the box, solve problems with innovative solutions, and plan systematically.

2. Better Decision Making

There’s no doubt about it — critical thinkers make the best choices. Critical thinking helps us deal with everyday problems as they come our way, and very often this thought process is even done subconsciously. It helps us think independently and trust our gut feeling.

3. Can Make You Happier!

While this often goes unnoticed, being in touch with yourself and having a deep understanding of why you think the way you think can really make you happier. Critical thinking can help you better understand yourself, and in turn, help you avoid any kind of negative or limiting beliefs, and focus more on your strengths. Being able to share your thoughts can increase your quality of life.

4. Form Well-Informed Opinions

There is no shortage of information coming at us from all angles. And that’s exactly why we need to use our critical thinking skills and decide for ourselves what to believe. Critical thinking allows us to ensure that our opinions are based on the facts, and help us sort through all that extra noise.

5. Better Citizens

One of the most inspiring critical thinking quotes is by former US president Thomas Jefferson: “An educated citizenry is a vital requisite for our survival as a free people.” What Jefferson is stressing to us here is that critical thinkers make better citizens, as they are able to see the entire picture without getting sucked into biases and propaganda.

6. Improves Relationships

While you may be convinced that being a critical thinker is bound to cause you problems in relationships, this really couldn’t be less true! Being a critical thinker can allow you to better understand the perspective of others, and can help you become more open-minded towards different views.

7. Promotes Curiosity

Critical thinkers are constantly curious about all kinds of things in life, and tend to have a wide range of interests. Critical thinking means constantly asking questions and wanting to know more, about why, what, who, where, when, and everything else that can help them make sense of a situation or concept, never taking anything at face value.

8. Allows For Creativity

Critical thinkers are also highly creative thinkers, and see themselves as limitless when it comes to possibilities. They are constantly looking to take things further, which is crucial in the workforce.

9. Enhances Problem Solving Skills

Those with critical thinking skills tend to solve problems as part of their natural instinct. Critical thinkers are patient and committed to solving the problem, similar to Albert Einstein, one of the best critical thinking examples, who said “It’s not that I’m so smart; it’s just that I stay with problems longer.” Critical thinkers’ enhanced problem-solving skills makes them better at their jobs and better at solving the world’s biggest problems. Like Einstein, they have the potential to literally change the world.

10. An Activity For The Mind

Just like our muscles, in order for them to be strong, our mind also needs to be exercised and challenged. It’s safe to say that critical thinking is almost like an activity for the mind — and it needs to be practiced. Critical thinking encourages the development of many crucial skills such as logical thinking, decision making, and open-mindness.

11. Creates Independence

When we think critically, we think on our own as we trust ourselves more. Critical thinking is key to creating independence, and encouraging students to make their own decisions and form their own opinions.

12. Crucial Life Skill

Critical thinking is crucial not just for learning, but for life overall! Education isn’t just a way to prepare ourselves for life, but it’s pretty much life itself. Learning is a lifelong process that we go through each and every day.

How to Think Critically

Now that you know the benefits of thinking critically, how do you actually do it?

How To Improve Your Critical Thinking

• Define Your Question: When it comes to critical thinking, it’s important to always keep your goal in mind. Know what you’re trying to achieve, and then figure out how to best get there.
• Gather Reliable Information: Make sure that you’re using sources you can trust — biases aside. That’s how a real critical thinker operates!
• Ask The Right Questions: We all know the importance of questions, but be sure that you’re asking the right questions that are going to get you to your answer.
• Look Short & Long Term: When coming up with solutions, think about both the short- and long-term consequences. Both of them are significant in the equation.
• Explore All Sides: There is never just one simple answer, and nothing is black or white. Explore all options and think outside of the box before you come to any conclusions.

How Is Critical Thinking Developed At School?

Critical thinking is developed in nearly everything we do. However, much of this important skill is encouraged to be practiced at school, and rightfully so! Critical thinking goes beyond just thinking clearly — it’s also about thinking for yourself.

When a teacher asks a question in class, students are given the chance to answer for themselves and think critically about what they learned and what they believe to be accurate. When students work in groups and are forced to engage in discussion, this is also a great chance to expand their thinking and use their critical thinking skills.

How Does Critical Thinking Apply To Your Career?

Once you’ve finished school and entered the workforce, your critical thinking journey only expands and grows from here!

Impress Your Employer

Employers value employees who are critical thinkers, ask questions, offer creative ideas, and are always ready to offer innovation against the competition. No matter what your position or role in a company may be, critical thinking will always give you the power to stand out and make a difference.

Careers That Require Critical Thinking

Some of many examples of careers that require critical thinking include:

• Human resources specialist
• Marketing associate
• Business analyst

Truth be told however, it’s probably harder to come up with a professional field that doesn’t require any critical thinking!

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What is someone with critical thinking skills capable of doing.

Someone with critical thinking skills is able to think rationally and clearly about what they should or not believe. They are capable of engaging in their own thoughts, and doing some reflection in order to come to a well-informed conclusion.

A critical thinker understands the connections between ideas, and is able to construct arguments based on facts, as well as find mistakes in reasoning.

The Process Of Critical Thinking

The process of critical thinking is highly systematic.

What Are Your Goals?

Critical thinking starts by defining your goals, and knowing what you are ultimately trying to achieve.

Once you know what you are trying to conclude, you can foresee your solution to the problem and play it out in your head from all perspectives.

What Does The Future Of Critical Thinking Hold?

The future of critical thinking is the equivalent of the future of jobs. In 2020, critical thinking was ranked as the 2nd top skill (following complex problem solving) by the World Economic Forum .

We are dealing with constant unprecedented changes, and what success is today, might not be considered success tomorrow — making critical thinking a key skill for the future workforce.

Why Is Critical Thinking So Important?

Why is critical thinking important? Critical thinking is more than just important! It’s one of the most crucial cognitive skills one can develop.

By practicing well-thought-out thinking, both your thoughts and decisions can make a positive change in your life, on both a professional and personal level. You can hugely improve your life by working on your critical thinking skills as often as you can.

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Advantages and Disadvantages of Critical Thinking In Education

Looking for advantages and disadvantages of Critical Thinking In Education?

We have collected some solid points that will help you understand the pros and cons of Critical Thinking In Education in detail.

But first, let’s understand the topic:

What is Critical Thinking In Education?

Critical thinking in education is when students learn to think clearly and make smart choices by asking questions, looking at all sides of a problem, and using logic before deciding what they believe or what action to take.

What are the advantages and disadvantages of Critical Thinking In Education

The following are the advantages and disadvantages of Critical Thinking In Education:

Advantages of Critical Thinking In Education

• Enhances problem-solving skills – Critical thinking helps students tackle complex issues by breaking them down into smaller, more manageable parts. This approach leads to better solutions.
• Promotes independent thinking – It allows students to rely on their own reasoning and analysis, making them self-sufficient learners who can explore ideas on their own.
• Encourages open-mindedness – Being open to different viewpoints, critical thinking teaches students to consider various perspectives before forming an opinion, which broadens their understanding.
• Improves decision-making ability – It sharpens the ability to weigh options and assess the consequences, leading to smarter choices in academic and everyday situations.
• Fosters effective communication – Critical thinking equips students with the ability to articulate their thoughts clearly and listen to others, which is key in collaborating and sharing ideas effectively.

Disadvantages of Critical Thinking In Education

• Can hinder quick decision-making – Critical thinking sometimes makes it hard to make fast choices because it asks for careful thought and weighing of options.
• May lead to overthinking – Thinking too much about all the possible outcomes and angles can make simple decisions feel more complicated than they need to be.
• Requires extensive time and resources – Teaching people to always think critically can take a lot of effort and tools, which might not always be easy to find or afford.
• Can cause analysis paralysis – When you try to think about every detail, you can get stuck and find it hard to decide on anything at all.
• Might discourage creative spontaneity – Focusing too much on critical thinking could take away from the ability to come up with new ideas quickly and act on them without second-guessing.
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12 common barriers to critical thinking (and how to overcome them).

As you know, critical thinking is a vital skill necessary for success in life and work. Unfortunately,  barriers to critical thinking  can hinder a person’s ability. This piece will discuss some of the most common  internal and external barriers to critical thinking  and what you should do if one of them hinders your ability to think critically.

Table of Contents

Critical Thinking Challenges

You already know that  critical thinking  is the process of analyzing and evaluating a situation or person so that you can make a sound judgment. You normally use the judgment you derive from your critical thinking process to make crucial decisions, and the choices you make affect you in workplaces, relationships, and life’s goals and achievements.

Several  barriers to critical thinking  can cause you to skew your judgment. This could happen even if you have a large amount of data and information to the contrary. The result might be that you make a poor or ineffective decision instead of a choice that could improve your life quality. These are some of the top obstacles that hinder and distort the ability to think critically:

1. Using Emotions Instead of Logic

Failing to remove one’s emotions from a critical thinking analysis is one of the hugest barriers to the process. People make these mistakes mainly in the relationship realm when choosing partners based on how they “make them feel” instead of the information collected.

The correct way to decide about a relationship is to use all facts, data, opinions, and situations to make a final judgment call. More times than not, individuals use their hearts instead of their minds.

Emotions can hinder critical thinking in the employment realm as well. One example is an employee who reacts negatively to a business decision, change, or process without gathering more information. The relationship between that person and the employer could become severed by her  lack of critical thinking  instead of being salvaged by further investigations and rational reactions.

2. Personal Biases

Personal biases can come from past negative experiences, skewed teachings, and peer pressure. They create a huge obstacle in critical thinking because they overshadow open-mindedness and fairness.

One example is failing to hire someone because of a specific race, age, religious preference, or perceived attitude. The hiring person circumvents using critical thinking by accepting his or her biases as truth. Thus, the entire processes of information gathering and objective analysis get lost in the mix.

3. Obstinance

Stubbornness almost always ruins the critical thinking procedure. Sometimes, people get so wrapped up in being right that they fail to look at the big picture. Big-picture thinking is a large part of critical thinking; without it, all judgments and choices are rash and incomplete.

4. Unbelief

It’s difficult for a person to do something he or she doesn’t believe in. It’s also challenging to engage in something that seems complex. Many people don’t think critically because they believe they must be scholarly to do so. The truth is that  anyone  can think critically by practicing the following steps:

• 1. Gather as much data as possible.
• 2. Have an opinion, but be open to changing it.
• 3. Understand that assumptions are not the truth, and opinions are not facts.
• 4. Think about the scenario, person, or problem from different angles.
• 5. Evaluate all the information thoroughly.
• 6. Ask simple, precise, and abundant questions.
• 7. Take time to observe.
• 8. Don’t be afraid to spend time on the problem or issue.
• 9. Ask for input or additional information.
• 10. Make it make sense.

5. Fear of Failure or Change

Fear of change and failure often hinders a person’s critical thinking process because it doesn’t allow thinking outside the box. Sometimes, the most efficient way to resolve a problem is to be open to changing something.

That change might be a different way of doing something, a relationship termination, or a shift of positions at a workplace. Fear can block out all possible scenarios in the critical thinking cycle. The result is often one-dimensional thinking, tunnel vision, or proverbial head-banging.

6. Egocentric Thinking

Egocentric thinking is also one of the main barriers to critical thinking. It occurs when a person examines everything through a “me” lens. Evaluating something properly requires an individual to understand and consider other people’s perspectives, plights, goals, input, etc.

7. Assumptions

Assumptions are one of the negative  factors that affect critical thinking . They are detrimental to the process because they cause distortions and misguided judgments. When using assumptions, an individual could unknowingly insert an invalid prejudgment into a stage of the thought process and sway the final decision.

It’s never wise to assume anything about a person, entity, or situation because it could be 100 percent wrong. The correct way to deal with assumptions is to store them in a separate thought category of possibilities and then use the data and other evidence to validate or nullify them.

XYZ  might  be why ABC happened, but there isn’t enough information or data to conclude it. The same concept is true for the rest of the possibilities, and thus, it’s necessary to research and analyze the facts before accepting them as truths.

8. Group Thinking

Group thinking is another one of the  barriers to critical thinking  that can block sound decisions and muddy judgments. It’s similar to peer pressure, where the person takes on the viewpoint of the people around him or her to avoid seeming “different.”

This barrier is dangerous because it affects how some people think about right and wrong. It’s most prevalent among teens. One example is the “everybody’s doing it (drugs, bullying), so I should too” mindset.

Unfortunately, this barrier can sometimes spill over into the workplace and darken the environment when workers can’t think for themselves. Workers may end up breaking policies, engaging in negative behavior, or harassing the workers who don’t conform.

Group thinking can also skew someone’s opinion of another person before the individual gets a chance to collect facts and evaluate the person for himself. You’ve probably heard of smear campaigns. They work so well against targets because the parties involved don’t use the critical thinking process at all.

9. Impulsivity

Impulsivity is the tendency to do things without thinking, and it’s a bona fide critical thinking killer. It skips right by  every  step in the critical thinking process and goes directly to what feels good in the moment.

Alleviating the habit takes practice and dedication. The first step is to set time aside when impulsive urges come to think about all aspects of the situation. It may take an impulsive person a while to develop a good critical thinking strategy, but it can work with time.

10. Not Knowing What’s Fact and Opinion

Critical thinking requires the thinker to know the difference between facts and opinions. Opinions are statements based on other people’s evaluative processes, and those processes may not be critical or analytical. Facts are an unemotional and unbiased piece of data that one can verify. Statistics and governmental texts are examples.

11. Having a Highly Competitive Nature

A “winning” mindset can overshadow the fair and objective evaluation of a problem, task, or person and undermine critical thinking. People who  think competitively  could lose sight of what’s right and wrong to meet a selfish goal that way.

12. Basing Statements on Popularity

This problem is prevalent in today’s world. Many people will accept anything a celebrity, political figure, or popular person says as gospel, but discredit or discount other people’s input. An adept critical thinker knows how to separate  what’s  being said from  who  said it and perform the necessary verification steps.

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How To Overcome Barriers in Critical Thinking

If you can identify any of the above-mentioned  barriers , your critical thinking may be flawed. These are some tips for overcoming such barriers:

1. Know your flaws.

The very first step toward improving anything is to know and admit your flaws. If you can do that, you are halfway to using better critical thinking strategies.

2. Park your emotions.

Use logic, not emotion, when you are evaluating something to form a judgment. It’s not the time to think with your heart.

3. Be mindful of others.

Try to put yourself in other people’s shoes to understand their stance. A little empathy goes a long way.

4. Avoid black-and-white thinking.

Understand that there’s always more than one way to solve a problem or achieve a goal. Additionally, consider that not every person is all bad or all good.

5. Dare to be unpopular.

Avoid making decisions to please other people. Instead, evaluate the full lot of information and make the decision you feel is best.

6. Don’t assign unjustified merit.

Don’t assume someone is telling the truth or giving you more accurate information because of his or her name or status. Evaluate  all  people’s input equally.

7. Avoid judging others.

Try to keep biases and prejudices out of your decision-making processes. That will make them fair and just.

8. Be patient with yourself.

Take all the days you need to pick apart a situation or problem and resolve it. Don’t rush to make hasty decisions.

9. Accept different points of view.

Not everyone will agree with you or tell you what you want to hear.

10. Embrace change.

Don’t ever be afraid of changing something or trying something new. Thinking outside the box is an integral part of the critical thinking process.

Now you know the answers to the question,  “What are the challenges of critical thinking?”  Use the information about the  barriers to critical thinking  to improve your critical thinking process and make healthier and more beneficial decisions for everyone.

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Jenny Palmer

Founder of Eggcellentwork.com. With over 20 years of experience in HR and various roles in corporate world, Jenny shares tips and advice to help professionals advance in their careers. Her blog is a go-to resource for anyone looking to improve their skills, land their dream job, or make a career change.

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12 critical thinking interview questions and scenarios with sample answers  .

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5.3: Using Critical Thinking Skills- Decision Making and Problem Solving

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Introduction

In previous lessons, you learned about characteristics of critical thinkers and information literacy. In this module, you will learn how to put those skills into action through the important processes of decision making and problem solving.

As with the process of developing information literacy, asking questions is an important part of decision making and problem solving. Thinking is born of questions. Questions wake us up. Questions alert us to hidden assumptions. Questions promote curiosity and create new distinctions. Questions open up options that otherwise go unexplored. Besides, teachers love questions.

We make decisions all the time, whether we realize it or not. Even avoiding decisions is a form of decision making. The student who puts off studying for a test until the last minute, for example, might really be saying, “I’ve decided this course is not important” or “I’ve decided not to give this course much time.”

Decisions are specific and lead to focused action. When we decide, we narrow down. We give up actions that are inconsistent with our decision.

In addition to decision making, critical thinking skills are important to solving problems. We encounter problems every single day, and having a solid process in place is important to solving them.

At the end of the lesson, you will learn how to put your critical thinking skills to use by reviewing an example of how critical thinking skills can help with making those everyday decisions.

Using Critical Thinking Skills: Asking Questions

Questions have practical power. Asking for directions can shave hours off a trip. Asking a librarian for help can save hours of research time. Asking how to address an instructor—by first name or formal title—can change your relationship with that person. Asking your academic advisor a question can alter your entire education. Asking people about their career plans can alter your career plans.

You can use the following strategies to develop questions for problem solving and decision making:

Ask questions that create possibilities. At any moment, you can ask a question that opens up a new possibility for someone.

• Suppose a friend walks up to you and says, “People just never listen to me.” You listen carefully. Then you say, “Let me make sure I understand. Who, specifically, doesn’t listen to you? And how do you know they’re not listening?”
• Another friend tells you, “I just lost my job to someone who has less experience. That should never happen.” You respond, “Wow, that’s hard. I’m sorry you lost your job. Who can help you find another job?”
• A relative seeks your advice. “My mother-in-law makes me mad,” she says. “You’re having a hard time with this person,” you say. “What does she say and do when you feel mad at her? And are there times when you don’t get mad at her?”

These kinds of questions—asked with compassion and a sense of timing—can help people move from complaining about problems to solving them.

Discover new questions. Students sometimes say, “I don’t know what questions to ask.” Consider the following ways to create questions about any subject you want to study or about any

area of your life that you want to change:

• Let your pen start moving. Sometimes you can access a deeper level of knowledge by taking out your pen, putting it on a piece of paper, and writing down questions—even before you know what to write. Don’t think. Just watch the pen move across the paper. Notice what appears. The results might be surprising.
• Ask about what’s missing . Another way to invent useful questions is to notice what’s missing from your life and then ask how to supply it. For example, if you want to take better notes, you can write, “What’s missing is skill in note taking. How can I gain more skill in taking notes?” If you always feel rushed, you can write, “What’s missing is time. How do I create enough time in my day to actually do the things that I say I want to do?”
• Pretend to be someone else. Another way to invent questions is first to think of someone you greatly respect. Then pretend you’re that person. Ask the questions you think she would ask.
• What can I do when ... an instructor calls on me in class and I have no idea what to say? When a teacher doesn’t show up for class on time? When I feel overwhelmed with assignments?
• How can I ... take the kind of courses that I want? Expand my career options? Become much more effective as a student, starting today?
• When do I ... decide on a major? Transfer to another school? Meet with an instructor to discuss an upcoming term paper?
• What else do I want to know about ... my academic plan? My career plan? My options for job hunting? My friends? My relatives? My spouse?
• Who can I ask about ... my career options? My major? My love life? My values and purpose in life?

Many times you can quickly generate questions by simply asking yourself, “What else do I want to know?” Ask this question immediately after you read a paragraph in a book or listen to someone speak.

Start from the assumption that you are brilliant. Then ask questions to unlock your brilliance.

Using Critical Thinking Skills in Decision Making

As you develop your critical thinking skills, you can apply them as you make decisions. The following suggestions can help in your decision-making process:

Recognize decisions. Decisions are more than wishes or desires. There’s a world of difference between “I wish I could be a better student” and “I will take more powerful notes, read with greater retention, and review my class notes daily.” Deciding to eat fruit for dessert instead of ice cream rules out the next trip to the ice cream store.

Establish priorities. Some decisions are trivial. No matter what the outcome, your life is not affected much. Other decisions can shape your circumstances for years. Devote more time and energy to the decisions with big outcomes.

Base decisions on a life plan. The benefit of having long-term goals for our lives is that they provide a basis for many of our daily decisions. Being certain about what we want to accomplish this year and this month makes today’s choices more clear.

Balance learning styles in decision making. To make decisions more effectively, use all four modes of learning explained in a previous lesson. The key is to balance reflection with action, and thinking with experience. First, take the time to think creatively, and generate many options. Then think critically about the possible consequences of each option before choosing one. Remember, however, that thinking is no substitute for experience. Act on your chosen option, and notice what happens. If you’re not getting the results you want, then quickly return to creative thinking to invent new options.

Choose an overall strategy. Every time you make a decision, you choose a strategy—even when you’re not aware of it. Effective decision makers can articulate and choose from among several strategies. For example:

• Find all of the available options, and choose one deliberately. Save this strategy for times when you have a relatively small number of options, each of which leads to noticeably different results.
• Find all of the available options, and choose one randomly. This strategy can be risky. Save it for times when your options are basically similar and fairness is the main issue.
• Limit the options, and then choose. When deciding which search engine to use, visit many search sites and then narrow the list down to two or three from which to choose.

Use time as an ally. Sometimes we face dilemmas—situations in which any course of action leads to undesirable consequences. In such cases, consider putting a decision on hold. Wait it out. Do nothing until the circumstances change, making one alternative clearly preferable to another.

Use intuition. Some decisions seem to make themselves. A solution pops into your mind, and you gain newfound clarity. Using intuition is not the same as forgetting about the decision or refusing to make it. Intuitive decisions usually arrive after we’ve gathered the relevant facts and faced a problem for some time.

Evaluate your decision. Hindsight is a source of insight. After you act on a decision, observe the consequences over time. Reflect on how well your decision worked and what you might have done differently.

Think of choices. This final suggestion involves some creative thinking. Consider that the word decide derives from the same roots as suicide and homicide . In the spirit of those words, a decision forever “kills” all other options. That’s kind of heavy. Instead, use the word choice , and see whether it frees up your thinking. When you choose , you express a preference for one option over others. However, those options remain live possibilities for the future. Choose for today, knowing that as you gain more wisdom and experience, you can choose again.

Using Critical Thinking Skills in Problem Solving

Think of problem solving as a process with four Ps : Define the problem , generate possibilities ,

create a plan , and perform your plan.

Step 1: Define the problem. To define a problem effectively, understand what a problem is—a mismatch between what you want and what you have. Problem solving is all about reducing the gap between these two factors.

Tell the truth about what’s present in your life right now, without shame or blame. For example: “I often get sleepy while reading my physics assignments, and after closing the book I cannot remember what I just read.”

Next, describe in detail what you want. Go for specifics: “I want to remain alert as I read about physics. I also want to accurately summarize each chapter I read.”

Remember that when we define a problem in limiting ways, our solutions merely generate new problems. As Albert Einstein said, “The world we have made is a result of the level of thinking we have done thus far. We cannot solve problems at the same level at which we created them” (Calaprice 2000).

This idea has many applications for success in school. An example is the student who struggles with note taking. The problem, she thinks, is that her notes are too sketchy. The logical solution, she decides, is to take more notes; her new goal is to write down almost everything her instructors say. No matter how fast and furiously she writes, she cannot capture all of the instructors’ comments.

Consider what happens when this student defines the problem in a new way. After more thought, she decides that her dilemma is not the quantity of her notes but their quality . She adopts a new format for taking notes, dividing her notepaper into two columns. In the right-hand column, she writes down only the main points of each lecture. In the left-hand column, she notes two or three supporting details for each point.

Over time, this student makes the joyous discovery that there are usually just three or four core ideas to remember from each lecture. She originally thought the solution was to take more notes. What really worked was taking notes in a new way.

Step 2: Generate possibilities. Now put on your creative thinking hat. Open up. Brainstorm as many possible solutions to the problem as you can. At this stage, quantity counts. As you generate possibilities, gather relevant facts. For example, when you’re faced with a dilemma about what courses to take next semester, get information on class times, locations, and instructors. If you haven’t decided which summer job offer to accept, gather information on salary, benefits, and working conditions.

Step 3: Create a plan. After rereading your problem definition and list of possible solutions, choose the solution that seems most workable. Think about specific actions that will reduce the gap between what you have and what you want. Visualize the steps you will take to make this solution a reality, and arrange them in chronological order. To make your plan even more powerful, put it in writing.

Step 4: Perform your plan. This step gets you off your chair and out into the world. Now you actually do what you have planned.

Ultimately, your skill in solving problems lies in how well you perform your plan. Through the quality of your actions, you become the architect of your own success.

When facing problems, experiment with these four Ps, and remember that the order of steps is not absolute. Also remember that any solution has the potential to create new problems. If that happens, cycle through the four Ps of problem solving again.

Critical Thinking Skills in Action: Thinking About Your Major, Part 1

One decision that troubles many students in higher education is the choice of a major. Weighing the benefits, costs, and outcomes of a possible major is an intellectual challenge. This choice is an opportunity to apply your critical thinking, decision-making, and problem-solving skills. The following suggestions will guide you through this seemingly overwhelming process.

The first step is to discover options. You can use the following suggestions to discover options for choosing your major:

Follow the fun. Perhaps you look forward to attending one of your classes and even like completing the assignments. This is a clue to your choice of major.

See whether you can find lasting patterns in the subjects and extracurricular activities that you’ve enjoyed over the years. Look for a major that allows you to continue and expand on these experiences.

Also, sit down with a stack of 3 × 5 cards and brainstorm answers to the following questions:

• What do you enjoy doing most with your unscheduled time?
• Imagine that you’re at a party and having a fascinating conversation. What is this conversation about?
• What kind of problems do you enjoy solving—those that involve people? Products? Ideas?
• What interests are revealed by your choices of reading material, television shows, and other entertainment?
• What would an ideal day look like for you? Describe where you would live, who would be with you, and what you would do throughout the day. Do any of these visions suggest a possible major?

Questions like these can uncover a “fun factor” that energizes you to finish the work of completing a major.

Consider your abilities. In choosing a major, ability counts as much as interest. In addition to considering what you enjoy, think about times and places when you excelled. List the courses that you aced, the work assignments that you mastered, and the hobbies that led to rewards or recognition. Let your choice of a major reflect a discovery of your passions and potentials.

Use formal techniques for self-discovery. Explore questionnaires and inventories that are designed to correlate your interests with specific majors. Examples include the Strong Interest Inventory and the Self-Directed Search. Your academic advisor or someone in your school’s career planning office can give you more details about these and related assessments. For some fun, take several of them and meet with an advisor to interpret the results. Remember inventories can help you gain self-knowledge, and other people can offer valuable perspectives. However, what you do with all this input is entirely up to you.

Critical Thinking Skills in Action: Thinking About Your Major, Part 2

As you review the following additional suggestions of discovering options, think about what strategies you already use in your own decision-making process. Also think about what new strategies you might try in the future.

Link to long-term goals. Your choice of a major can fall into place once you determine what you want in life. Before you choose a major, back up to a bigger picture. List your core values, such as contributing to society, achieving financial security and professional recognition, enjoying good health, or making time for fun. Also write down specific goals that you want to accomplish 5 years, 10 years, or even 50 years from today.

Many students find that the prospect of getting what they want in life justifies all of the time, money, and day-to-day effort invested in going to school. Having a major gives you a powerful incentive for attending classes, taking part in discussions, reading textbooks, writing papers, and completing other assignments. When you see a clear connection between finishing school and creating the life of your dreams, the daily tasks of higher education become charged with meaning.

Ask other people. Key people in your life might have valuable suggestions about your choice of major. Ask for their ideas, and listen with an open mind. At the same time, distance yourself from any pressure to choose a major or career that fails to interest you. If you make a choice solely on the basis of the expectations of other people, you could end up with a major or even a career you don’t enjoy.

Gather information. Check your school’s catalog or website for a list of available majors. Here is a gold mine of information. Take a quick glance, and highlight all the majors that interest you. Then talk to students who have declared these majors. Also read the descriptions of courses required for these majors. Do you get excited about the chance to enroll in them? Pay attention to your gut feelings.

Also chat with instructors who teach courses in a specific major. Ask for copies of their class syllabi. Go to the bookstore and browse the required texts. Based on all of this information, write a list of prospective majors. Discuss them with an academic advisor and someone at your school’s career-planning center.

Invent a major. When choosing a major, you might not need to limit yourself to those listed in your school catalog. Many schools now have flexible programs that allow for independent study. Through such programs, you might be able to combine two existing majors or invent an entirely new one of your own.

Consider a complementary minor. You can add flexibility to your academic program by choosing a minor to complement or contrast with your major. The student who wants to be a minister could opt for a minor in English; all of those courses in composition can help in writing sermons. Or the student with a major in psychology might choose a minor in business administration, with the idea of managing a counseling service some day. An effective choice of a minor can expand your skills and career options.

Think critically about the link between your major and your career. Your career goals might have a significant impact on your choice of major.

You could pursue a rewarding career by choosing among several different majors. Even students planning to apply for law school or medical school have flexibility in their choice of majors. In addition, after graduation, many people tend to be employed in jobs that have little relationship to their major. And you might choose a career in the future that is unrelated to any currently available major.

Critical Thinking Skills in Action: Thinking About Your Major, Part 3

Once you have discovered all of your options, you can move on to the next step in the process— making a trial choice.

Make a Trial Choice

Pretend that you have to choose a major today. Based on the options for a major that you’ve already discovered, write down the first three ideas that come to mind. Review the list for a few minutes, and then choose one.

Evaluate Your Trial Choice

When you’ve made a trial choice of major, take on the role of a scientist. Treat your choice as a hypothesis, and then design a series of experiments to evaluate and test it. For example:

• Schedule office meetings with instructors who teach courses in the major. Ask about required course work and career options in the field.
• Discuss your trial choice with an academic advisor or career counselor.
• Enroll in a course related to your possible major. Remember that introductory courses might not give you a realistic picture of the workload involved in advanced courses. Also, you might not be able to register for certain courses until you’ve actually declared a related major.
• Find a volunteer experience, internship, part-time job, or service-learning experience related to the major.
• Interview students who have declared the same major. Ask them in detail about their experiences and suggestions for success.
• Interview people who work in a field related to the major and “shadow” them—that is, spend time with those people during their workday.
• Think about whether you can complete your major given the amount of time and money that you plan to invest in higher education.
• Consider whether declaring this major would require a transfer to another program or even another school.

If your “experiments” confirm your choice of major, celebrate that fact. If they result in choosing a new major, celebrate that outcome as well.

Also remember that higher education represents a safe place to test your choice of major—and to change your mind. As you sort through your options, help is always available from administrators, instructors, advisors, and peers.

Choose Again

Keep your choice of a major in perspective. There is probably no single “correct” choice. Your unique collection of skills is likely to provide the basis for majoring in several fields.

Odds are that you’ll change your major at least once—and that you’ll change careers several times during your life. One benefit of higher education is mobility. You gain the general skills and knowledge that can help you move into a new major or career field at any time.

Viewing a major as a one-time choice that determines your entire future can raise your stress levels. Instead, look at choosing a major as the start of a continuing path that involves discovery, choice, and passionate action.

As you review this example of how you can use critical thinking to make a decision about choosing your major, think about how you will use your critical thinking to make decisions and solve problems in the future.

• Schools & departments

Critical thinking

Advice and resources to help you develop your critical voice.

Developing critical thinking skills is essential to your success at University and beyond.  We all need to be critical thinkers to help us navigate our way through an information-rich world. 

Whatever your discipline, you will engage with a wide variety of sources of information and evidence.  You will develop the skills to make judgements about this evidence to form your own views and to present your views clearly.

One of the most common types of feedback received by students is that their work is ‘too descriptive’.  This usually means that they have just stated what others have said and have not reflected critically on the material.  They have not evaluated the evidence and constructed an argument.

What is critical thinking?

Critical thinking is the art of making clear, reasoned judgements based on interpreting, understanding, applying and synthesising evidence gathered from observation, reading and experimentation. Burns, T., & Sinfield, S. (2016)  Essential Study Skills: The Complete Guide to Success at University (4th ed.) London: SAGE, p94.

Being critical does not just mean finding fault.  It means assessing evidence from a variety of sources and making reasoned conclusions.  As a result of your analysis you may decide that a particular piece of evidence is not robust, or that you disagree with the conclusion, but you should be able to state why you have come to this view and incorporate this into a bigger picture of the literature.

Being critical goes beyond describing what you have heard in lectures or what you have read.  It involves synthesising, analysing and evaluating what you have learned to develop your own argument or position.

Critical thinking is important in all subjects and disciplines – in science and engineering, as well as the arts and humanities.  The types of evidence used to develop arguments may be very different but the processes and techniques are similar.  Critical thinking is required for both undergraduate and postgraduate levels of study.

What, where, when, who, why, how?

Purposeful reading can help with critical thinking because it encourages you to read actively rather than passively.  When you read, ask yourself questions about what you are reading and make notes to record your views.  Ask questions like:

• What is the main point of this paper/ article/ paragraph/ report/ blog?
• Who wrote it?
• Why was it written?
• When was it written?
• Has the context changed since it was written?
• Is the evidence presented robust?
• How did the authors come to their conclusions?
• Do you agree with the conclusions?
• What does this add to our knowledge?
• Why is it useful?

Our web page covering Reading at university includes a handout to help you develop your own critical reading form and a suggested reading notes record sheet.  These resources will help you record your thoughts after you read, which will help you to construct your argument. 

Reading at university

Developing an argument

Being a university student is about learning how to think, not what to think.  Critical thinking shapes your own values and attitudes through a process of deliberating, debating and persuasion.   Through developing your critical thinking you can move on from simply disagreeing to constructively assessing alternatives by building on doubts.

There are several key stages involved in developing your ideas and constructing an argument.  You might like to use a form to help you think about the features of critical thinking and to break down the stages of developing your argument.

Features of critical thinking (pdf)

Features of critical thinking (Word rtf)

Our webpage on Academic writing includes a useful handout ‘Building an argument as you go’.

Academic writing

You should also consider the language you will use to introduce a range of viewpoints and to evaluate the various sources of evidence.  This will help your reader to follow your argument.  To get you started, the University of Manchester's Academic Phrasebank has a useful section on Being Critical. 

Academic Phrasebank

Developing your critical thinking

Set yourself some tasks to help develop your critical thinking skills.  Discuss material presented in lectures or from resource lists with your peers.  Set up a critical reading group or use an online discussion forum.  Think about a point you would like to make during discussions in tutorials and be prepared to back up your argument with evidence.

For more suggestions:

Developing your critical thinking - ideas (pdf)

Developing your critical thinking - ideas (Word rtf)

Published guides

For further advice and more detailed resources please see the Critical Thinking section of our list of published Study skills guides.

Study skills guides  

This article was published on 2024-02-26

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Critical Thinking: Creating Job-Proof Skills for the Future of Work

Daniela dumitru.

1 Teacher Training Department, Bucharest University of Economic Studies, 010374 Bucharest, Romania

2 Doctoral School of Psychology and Educational Sciences, University of Bucharest, 050663 Bucharest, Romania

Diane F. Halpern

3 Department of Psychology, Claremont McKenna College, Claremont, CA 91711, USA; moc.liamg@nreplahfenaid

In this study, we explore the transformative impact of artificial intelligence (AI) on the job market and argue for the growing importance of critical thinking skills in the face of job automation and changing work dynamics. Advancements in AI have the potential to disrupt various professions, including, for example, programming, legal work, and radiology. However, solely relying on AI systems can lead to errors and misjudgments, emphasizing the need for human oversight. The concept of “job-proof skills” is introduced, highlighting the importance of critical thinking, problem-solving, empathy, ethics, and other human attributes that machines cannot replicate with the same standards and agility. We maintain that critical thinking can be taught and learned through appropriate classroom instruction and transfer-focused approaches. The need for critical thinking skills is further reinforced by the influx of information and the spread of misinformation in the age of social media. Moreover, employers increasingly value critical thinking skills in their workforce, yet there exists a gap between the demand for these skills and the preparedness of college graduates. Critical thinking is not only essential for the future of work, but also for informed citizenship in an increasingly complex world. The potential impact of AI on job disruption, wages, and employment polarization is discussed, highlighting the correlation between jobs requiring critical thinking skills and their resistance to automation. We conclude by discussing collaborative efforts between universities and labor market organizations to adapt curricula and promote the development of critical thinking skills, drawing on examples from European initiatives. The need to prioritize critical thinking skills in education and address the evolving demands of the labor market is emphasized as a crucial step for navigating the future of work and opportunities for workers.

1. Introduction: Critical Thinking: Creating Job-Proof Skills for the Future of Work

The rapid evolution of online technologies has ushered in a paradigm shift in employment, redefining the nature of work and the skills required to succeed in the digital age. This transformative landscape, characterized by the ubiquitous presence of the Internet, social media platforms, and advanced artificial intelligence systems, has created a plethora of new opportunities and challenges in the labor market. As we navigate this digital frontier, it is becoming increasingly clear that traditional employment paradigms are undergoing a profound transformation. The convergence of online technologies with the demands of a networked world has not only created new job opportunities, but it has also disrupted established industries, rendering some job roles obsolete while creating demand for previously unforeseen skills. In this era of unprecedented connectivity and innovation, examining the intricate interplay between online technologies and jobs is paramount as it holds the key to understanding the dynamics of our rapidly evolving workforce.

Artificial intelligence (AI) is disrupting many jobs and promises “to change the way the world works” ( adminGPT 2023, para. 13 ). The number and range of AI programs are increasing at a rapid pace, and they are likely to continually improve to meet user demands. Consider, for example, ChatGPT, which can respond to questions and requests in a way that seems to come from a human rather than a computer program. GPT stands for “generative pretrained transformer”. It is generative in that it can provide responses that it never “learned”; it is pretrained with a large language model ( Bushwick et al. 2023 ). Newer versions can describe visual images, although thus far, they cannot create visual images. Its uses are seemingly endless. It is easy to imagine how such programs can change the lives of blind individuals. In fact, it can and will change the lives of all of us.

In this paper, we argue that these advances in online technologies will make critical thinking (CT) more important than ever before. Many who are preparing to enter the job market, and many who are already employed, will need to adapt to new forms of job automation and different ways of working.

Consider, for example, that an early achievement of ChatGPT was its generation of Python code (a computer language) to compute various tasks, such as data analysis. Apparently, getting ChatGPT to generate code is so easy that several YouTube videos have popped up claiming that they can teach novice users to use ChatGPT to generate code in 90 s. ( Data Professor 2023 ). The benefits are obvious, but so are the potential job losses for people who work in Python. Python coders will need to upgrade their skills, perhaps first becoming experts in the use of ChatGPT and similar programs, but this also has a positive side--they can spend more time working on larger questions such as which analyses are needed, and, of course, carefully reviewing the work produced by AI to ensure that it is accurate and understandable. Early versions of ChatGPT responses often contained errors. A New York lawyer learned the hard way: Steven A. Schwartz, a lawyer for 30 years, used ChatGPT to create a legal document ( Weiser and Schweber 2023 ). It was filled with fake citations and bogus judicial opinions. Sadly, Mr. Schwartz never checked the accuracy of the document he filed in court. The judge was not amused. This highly public and embarrassing event should be a lesson for all of us. Current AI programs cannot be trusted to take over our work, though they may be able to aid or supplement it. However, other AI programs can “read” radiographs more accurately than human radiologists, which provides a benefit to both radiologists and patients. There is an immediate positive effect for this advancement: Radiologists will have more time to directly work with patients, and yes, they must also check the accuracy of the outputs from their programs when presenting diagnoses.

For the rest of us, whether we are students or early or late in our careers, we need to focus on the development of “job-proof skills” in the face of AI advances. A report from the United Nations defines job-proof skills as “conceptual and strategic thinking, problem-solving, empathy, optimism, ethics, emotional intelligence, and judgments are the future-proof skills and attributes that machines will not be able to replicate with the same standards and agility as qualified human beings” ( Elkeiy 2022, para. 5 ). In other words, critical thinking skills will always be needed.

2. What Is Critical Thinking?

Although some scholars in the field of critical thinking have emphasized differences among various definitions, we believe that the commonalities are evident (c.f., Dwyer 2017 ; Nisbett 2015 ; Lipman 1991 ; Fisher 2001 ). There are some differences in the use of terms and several skills might be more important, but all of the definitions (more or less) conform to our preferred definition: “Critical thinking is the use of those cognitive skills and abilities that increase the probability of a desirable outcome. It is purposeful, reasoned, and goal directed. It is the kind of thinking involved in solving problems, formulating inferences, calculating likelihoods, and making decisions. Critical thinkers use these skills appropriately, without prompting, and usually with conscious intent, in a variety of settings. That is, they are predisposed to think critically. When we think critically, we are evaluating the outcomes of our thought processes--how good a decision is or how well a problem is solved. Critical thinking also involves evaluating the thinking process--the reasoning that went into the conclusion we’ve arrived at, or the kinds of factors considered in making a decision” ( Halpern and Dunn 2023, pp. 6–7 ). The reason we need a common definition of critical thinking is that, without it, instructors can and have passed almost anything off as instruction in critical thinking. However, common ground is to be found concerning CT definitions. In a European project, which we shall refer to in Section 4.3 , the critical thinking definition is based on the works of Halpern and Dunn ( 2023 ), Facione ( 1990 ), Paul and Elder ( 2008 ), and Kuhn ( 1999 ). During two debate sessions, 33 international participants from higher education and the labor market defined critical thinking as a deliberate cognitive process guided by conscious, dynamic, self-directed, self-monitored, and self-correcting thought ( Rebelo et al. 2023 ). It relies on both disciplinary and procedural knowledge, along with metacognitive aspects (including metacognitive, meta-strategic, and epistemological dimensions). Critical thinking can be cultivated and enhanced through the development of competencies, and it is facilitated by various attitudes, such as systematic thinking, open-mindedness, empathy, flexibility, and cognitive maturity. Additionally, it encompasses intellectual skills such as reflection, self-regulation, analysis, inference, explanation, synthesis, and systematic thought. Critical thinking not only stimulates problem-solving capabilities but also facilitates effective communication, fosters independent and holistic thinking, and bolsters decision-making and active citizenship ( Pnevmatikos et al. 2021 ).

2.1. Can Critical Thinking Be Learned?

We teach writing, oral communication, and mathematics with the (often implicit) belief that these skills will be learned and transferred to multiple settings both inside and outside of the classroom. There is a large and growing research literature showing that, with appropriate classroom instruction in critical thinking, including specific instruction designed for transfer, the skills will spontaneously transfer and in uncued (i.e., there are no reminders to use the critical thinking skill that was learned in class) situations ( Dumitru 2012 ; Heijltjes et al. 2014 ; Tiruneh 2019 ). Several such studies were presented by Dwyer ( 2017 ) and Halpern and Dunn ( 2023 ). For the sake of brevity, we review just one recent study. The study was designed to counteract the effects of conspiracy theories. When people believe conspiracy theories, they often act in harmful ways–such as refusing to get the COVID-19 vaccine, which resulted in the death of large numbers of people around the world, or attacking the United State Capitol Building on 6 January 2021 in the belief that there was a conspiracy afoot designed to steal the United States 2020 presidential election from Donald Trump. In a review of the research literature on the efficacy of interventions, the researchers found “there was one intervention which was characteristically different to the rest” ( O’Mahony et al. 2023, para. 23 ). It was a semester-long university course in critical thinking that was designed to teach students the difference between good scientific practices and pseudoscience. These courses require effort and commitment, but they are effective. The same conclusion applies to all interventions designed to enhance critical thinking. There are no fast and easy “once and done” strategies that work. This is why we recommend continuous and pervasive coursework to make sure that the learning of CT skills “sticks.”

2.2. The Need for Critical Thinking Skills

Online technologies-related (including AI) job loss and redesign are not the only reasons why we need to concentrate on teaching and learning the skills of critical thinking. COVID-19 left 140 million people out of work, and many of their jobs will never return ( Roslansky 2021 ). We are drowning in a tsunami of information, confronted with advertisements online, in news reports, social media, podcasts, and more. The need to be able to distinguish good information from bad is critical. In addition, employers want to hire people with critical thinking skills. In a recent report by Hart Research Associated ( 2018 ), they found that in an employer survey of 501 business executives, 78% said that critical thinking/analytic reasoning is the most important skill they want in their employees, but they also added that only 34% of college graduates arrive well prepared in critical thinking. This gap between what employers want and their perception of the preparedness of the workforce was larger for critical thinking than for any other area. In fact, every report on the future of work made this same point. Consider this quote from The World Economic Forum ( 2020 ) on the future of jobs: “Skills gaps continue to be high as in-demand skills across jobs change in the next five years. The top skills and skill groups which employers see as rising in prominence in the lead up to 2025 include groups such as critical thinking and analysis as well as problem-solving.” (p. 5). In a report from the Office of the European Union: Key Competences for Lifelong Learning, the commissioner wrote “Critical thinking, media literacy, and communication skills are some of the requirements to navigate our increasingly complex world” ( Navracsics 2019, p. 3 ). Of course, critical thinking is not just needed in the world of work. A true democracy requires an educated citizenry with citizens who can think critically about world social issues, such as the use/threat of AI, war, poverty, climate change, and so much more. Irrational voters are a threat to all of us—and to themselves.

The need to think critically is not new, but it has taken on a new urgency as social media and other forms of communication have made the deliberate spread of misinformation move at the speed of light. There is nothing new about the use of lies, half-truths, and innuendos to get people to believe something that is not true. Anyone can post anything on popular media sites, and this “fake news” is often copied and shared thousands of times. Sometimes the information is spread with a deliberate attempt to mislead; other times, it is copied and spread by people who believe it is true. These messages are often used to discredit political adversaries, create social unrest, and incite fear. It can be a difficult task to determine what to believe and what to discard. Vosoughi et al. ( 2018 ) analyzed data from 126,000 tweets that were spread by approximately 3 million people. How did the researchers discriminate true data from false data? The same way we all should. They used several different fact-checking sites and found 95% to 98% agreement regarding the truth or falsehood of information. They found that false data spread more quickly and more widely than true data because the false data tended to be novel and sensational, rendering it salient and seductive.

In today’s landscape, the imperative to foster critical thinking skills is becoming increasingly apparent as we grapple with the rapid rise of social media and artificial intelligence technologies and their profound impact on the future of work. The confluence of these transformative forces has ushered in a new era characterized by the potential for significant job disruption. As online technologies advance and automation becomes more widespread, certain traditional job roles may become obsolete, requiring the development of innovative skills and adaptability in the workforce. In this context, critical thinking emerges as a central element in preparing individuals to navigate the evolving job market. It equips individuals with the ability to analyze complex information, discern credible sources from the proliferation of social media information, and make informed decisions in an era of blurring boundaries between human and machine contributions to the workforce. Cultivating critical thinking skills will be essential to ensuring that individuals can take advantage of the opportunities presented by new technologies while mitigating the challenges of job disruption in this AI-driven future.

3. Critical Thinking Skills and Job Disruption and Replacement

Eloundou et al. in 2023 estimated that about 15% of all U.S. workers’ jobs could be accomplished much faster and at the same level of quality with currently available AI. There are large differences in the extent to which various occupations and industries will be affected by advancements in AI. For example, tasks that require a high degree of human interaction, highly specialized domain knowledge, or creating innovative technologies will be minimally affected; whereas, other occupations such as providing captions for images or answering questions about a text or document are more likely to be affected. Routine-based jobs in general are more likely to be dislodged by advanced technologies ( Acemoglu 2002 ). Using the basic definitions of skills that are standard in O*Net, Eloundou et al. ( 2023 ) found a clear negative correlation between jobs requiring knowledge of science and critical thinking skills and the likelihood that AI will “take over” the job. These findings reinforce our main point—the best way to gain job-proof skills is with critical thinking.

The effect of online technologies on wages is complicated because of the large number of factors that come together to determine earnings. Acemoglu and Autor ( 2011 ) advocated for a model that simultaneously considers the level of the tasks required for any job (low, medium, and high), where a high level of skill is defined as one that allows employees to perform a variety of tasks, the demand for the tasks, and technological changes that can complement a task or replace it. They assert that employment has become increasingly polarized with the growth in both high education, high wage occupations and low education, and low wage occupations in the United States and the European Union. To understand and predict which occupations will be most disrupted by AI (and other developing technologies), an investigator will need to simultaneously consider all of these variables. Technological advancements can generate shifts in demand, favoring either high- or low-skilled workers. According to Acemoglu and Autor ( 2011 ), we can expect some of the largest disruptive effects at the middle level of skills, where some of the tasks performed at this level can be more easily replaced by new technologies, with widespread employment growth in high- and low-skilled occupations.

4. Business-University Collaborations

The pursuit of promoting high standards of critical thinking in university students across various academic disciplines is a challenging endeavor that should be leveraged through collaboration with stakeholders. In such collaborations, stakeholders can contribute to refining the skills required by learners and bring their own perspectives to academic instruction. This close partnership between universities and stakeholders helps minimize gaps and mismatches in the transition to the labor market, facilitates research collaboration, and increases student motivation.

Collaborations between businesses and universities have gained increasing importance in today’s rapidly evolving educational and economic landscape. These partnerships are instrumental in bridging the gap between academic learning and the real-world skills demanded by the job market. One key aspect of business-university collaboration (BUC) is the alignment of curricula with the dynamic needs of industries. This entails the joint effort of higher education institutions (HEIs) and industry experts to design, develop, and deliver educational programs that equip students with practical, job-ready skills. The curriculum design phase involves tailoring study programs, courses, and modules to address skills gaps and align with the specific requirements of employers.

Moreover, BUC extends beyond the classroom. Collaborations often involve business engagement in educational activities, including guest lectures, internships, co-op programs, and research projects. These interactions provide students with invaluable exposure to real-world scenarios, allowing them to apply theoretical knowledge in practical settings.

In essence, BUC is a multifaceted partnership that benefits both students and businesses. It ensures that educational programs remain relevant, fostering a seamless transition from academia to the workforce. This collaborative approach not only enhances students’ employability but also contributes to the overall growth and innovation of industries.

Operationalizing the collaboration implicates a particular focus on curriculum design, development, and delivery. These involve the collaboration between higher education institutions and labor market partners to create or enhance undergraduate or postgraduate study programs, courses, or modules. This collaborative effort aims to address skills gaps, align curricula with employers’ needs, integrate training initiatives, and improve graduates’ employability. Additionally, curriculum delivery includes various forms of business involvement, such as guest lectures, placements, supervision, mentoring, and work-based learning activities.

While the existing literature often discusses the barriers and motivations for university-business collaboration ( Healy et al. 2014 ; Orazbayeva et al. 2020 ), there is a need for more empirical insights into the roles and responsibilities of each party engaged in joint curriculum design, development, and delivery, as well as lessons learned from these collaborations ( Rebelo et al. 2023 ).

4.1. Why Do We Need Higher Education’s Help?

In the preceding sections of this paper, we delved into the disruptive forces of artificial intelligence (AI) on the job market and the critical need for individuals to adapt to these changes by developing “job-proof skills”. The rise of online technologies such as ChatGPT presents both opportunities and challenges, particularly in fields where middle-level skills are required. To effectively tackle these challenges, we must turn our attention to the pivotal role of education and the cultivation of essential skills such as critical thinking.

We highlighted how AI is rapidly transforming various industries and the need for individuals to adapt to these changes. Moreover, we explored the question of whether critical thinking can be learned, showcasing research evidence that supports the teachability of this skill. Now, we shall explore practical strategies for fostering critical thinking skills through collaborations between universities and businesses. The idea here is to create an educational framework that equips students with the capabilities needed to thrive in the evolving workforce.

Building upon the success of two European projects, “Critical thinking across higher education curricula—CRITHINKEDU” and “Critical thinking for successful jobs—THINK4JOBS”, we argue that incorporating practical experience and CT development through apprenticeships is a possible action for better higher education classes. This collaborative approach between HEI and LMO designed to address the differing perspectives and terminologies used by these two entities regarding critical thinking could be an important curriculum design for the better adaptation of job market technology disruptions.

Research conducted by Eloundou et al. ( 2023 ), which shows that critical thinking skills and science skills are less likely to be taken by AI, compels us to sustain the THINK4JOBS apprenticeship curricula as a possible teaching protocol for critical thinking enhancement to face challenges posed by AI at work.

The results from these projects demonstrate significant progress in students’ critical thinking skills and dispositions. These improvements, as highlighted below in Section 4.3 , underscore the effectiveness of embedding critical thinking in the curriculum. The guidelines formulated for implementing Critical Thinking Blended Apprenticeship Curricula provide a roadmap for educators to follow when effectively integrating critical thinking into their courses.

As we ponder the possibility of a world where critical thinking is widespread, we can envision a future where individuals are equipped to confront the ideological fanaticism that threatens global stability. Critical thinking, as both a cognitive skill and a disposition, has the potential to shape a workforce capable of adapting to the ever-changing landscape of work, making informed decisions, and contributing to a more rational and democratic world. The THINK4JOBS project emphasizes the practical steps taken to prepare students for the future job market and sets the stage for further exploration of the role of critical thinking in addressing global challenges, including AI presence in the job market.

4.2. CRITHINKEDU Proctocol for Critical Thinking Education across Curricula

Given that the best education for the future of work is the acquisition of critical thinking skills, how can we facilitate this sort of education? One way to obtain a job-proof education is to create classes with the help of labor market organizations. Two projects funded by the European Union were designed to bring to life the idea that better communication and collaboration between universities and employers result in a better adaptation of the curriculum, especially a curriculum involving critical thinking skill development.

Between 2016 and 2019, the project “Critical thinking across the European higher education curriculum—CRITHINKEDU” focused on how CT is taught in various academic domains. The CRITHINKEDU project, involving universities across Europe, exemplifies how academia and industry can join forces to bridge the gap between classroom learning and real-world job demands. This initiative aimed to enhance the curriculum by explicitly emphasizing critical thinking skill development. It revealed that employers across various fields value critical thinking, and they perceive it as essential for recent graduates entering the workforce.

The participants were eleven universities from nine European countries (Belgium, Czech Republic, Greece, Italy, Spain, Portugal, Romania, Lithuania, and Ireland; Dominguez 2018). Qualitative research was conducted with 32 focus groups comprised of professionals from various European countries and fields. The findings align with previous studies: “CT is a set of interconnected skills (interpretation, inference, analysis, explanation, evaluation, self-regulation”, see Payan-Carreira et al. ( 2023, p. 16 ), and dispositions (open-mindedness, refection, attentiveness, organization, perseverance, intrinsic goal motivation ( Payan-Carreira et al. 2023 ), essential for recent graduates in response to labor market demands. However, an important consideration is that the practical application of CT varies across professional fields. The participants in this study defined the ideal critical thinker as someone with a cultivated mindset, motivated to learn and improve, and equipped with cognitive and behavioral tools to anticipate, regulate, and monitor their thinking. CT is associated with problem-solving and decision-making and is intertwined with other skills such as proactivity, adaptability, creativity, emotional intelligence, communication, and teamwork. The report from this project also introduced “a European collection of the Critical Thinking skills and dispositions needed in different professional fields for the 21st century” ( Dominguez 2018 ), which categorizes CT skills and dispositions based on professional fields and offers a basis for defining learning objectives and adapting university curricula. This study provides valuable insights from 189 European employers into CT needs in the labor market for new graduates. The interviewed professionals had an obvious preference for CT skills in STEM fields and an obvious preference for dispositions in the Humanities. Social Sciences and bio-medical sciences professionals were equally interested in CT skills and dispositions, with a slight preference for dispositions ( Dominguez 2018, p. 28 ).

4.3. Next Steps: THINK4JOBS Blended Appreticeship Curricula

After the termination of the CRITHINKEDU project, partners from Romania, Greece, Lithuania, and Portugal, with the addition of a new partner from Germany, proposed a new research application: “Critical Thinking for Successful Jobs—THINK4JOBS” ( www.think4jobs.uowm.gr ). The idea was to utilize the results from the previous project and, together with labor market organizations, create new courses that are more adapted to the reality of the future of work. The core element of the classes was explicit teaching of critical thinking, using real-life cases and methods. In an apprenticeship model, critical thinking skills are embedded in a relevant context. The value of realistic contexts is that students can see the need for the skills being taught in a workplace scenario. Relevant contexts enhance student engagement and motivation to learn. Dumitru et al. ( 2021 ) focused on improving students’ critical thinking skills and dispositions through collaboration between Higher Education Institutions (HEIs) and Labor Market Organizations (LMOs). The aim was to bridge the gap between HEI curricula and the expectations of the labor market by incorporating apprenticeships that provide practical experience and CT development.

The process of mapping responses from those in the labor market organizations onto college curricula involved the use of research methods such as observation, focus groups, and documentary analysis, with stakeholders from HEIs and LMOs participating. The findings indicated that while there were no definitive “gaps” between HEIs and LMOs, there were contextual differences in the approach to CT. HEIs focus on long-term career preparation, while LMOs emphasize short-term learning strategies. The terminology and expression of CT also differed between the two contexts. Based on the findings, ten work-based scenarios were created, with one from each discipline involved in the project. Overall, the report ( Dumitru et al. 2021 ) highlighted the different goals and perspectives of HEIs and LMOs regarding CT, emphasizing the need for collaboration and a common understanding of which skills should be included in the college curriculum.

There is a different context in the approach to CT, since HEIs usually use different learning activities, focusing more on career preparation with long-term goals, while LMOs follow compact and short-term learning and teaching strategies. Furthermore, the findings suggest that CT is a new workplace requirement and that HEIs and LMOs do not choose the same terminology when referring to the concept, with HEIs usually choosing scientific terms. Another element that emerged is that CT is generally expressed in a declarative way in higher education institutions, while in LMOs the application to specific cases follows a more procedural approach. Put another way, LMOs are focused on making a profit, while HEI is focused on being socially responsible.

In the second phase of the project, partners ( Pnevmatikos et al. 2021 ) focused on the development of a collaborative training curriculum for Higher Education Instructors and LMO tutors. The purpose of the training was to enhance comprehension and knowledge of critical thinking for both sides of this collaboration, since previous research indicated a potential lack of conceptual and procedural understanding between these two entities. Additionally, the training aimed to facilitate the promotion, support, and evaluation of students’ CT skills within apprenticeship curricula, as well as the creation of blended curricula utilizing an open-source learning platform. The training course encompassed workshops that delved into various aspects of CT, including analyzing and reassembling ideas about CT, formulating a working definition of CT, instructional methodologies, blended learning techniques, usage of a learning platform, CT assessment, and the development of a Memorandum of Understanding (MoU) between higher education institutions and LMOs. The participants’ knowledge about these topics was assessed through pre- and post-training online questionnaires. Although data analysis showed various predicted trends, only perceived self-confidence in the topics covered during the training obtained statistical significance ( Pnevmatikos et al. 2021 ).

In the final report from this project, Payan-Carreira et al. ( 2023 ) presented the results of the implementation of the critical thinking Blended Apprenticeships Curricula (CTBAC) and discussed the improvements in critical thinking skills and dispositions observed in students. The study involved cross-disciplinary analysis and assessed changes before and after the piloting activities. A total of 609 students participated, and their critical thinking skills and dispositions were evaluated.

The consortium chose the Critical Thinking Self-Assessment Scale (CTSAS) developed by Nair ( 2011 ) as an instrument to assess CT skills based on an earlier conceptualization ( Facione 1990 ). The questionnaire has been tested in various geographic and cultural contexts, demonstrating good reliability, internal consistency, and confirmatory factor analysis results. However, the original CTSAS was considered too long to complete, consisting of 115 items, so a shorter version was specifically developed for this project. The short form of the questionnaire (CTSAS-SF) was created through a two-step process. Items with loading weights below .500 were eliminated, resulting in 84 remaining items. Redundant and non-cognitive-focused items were marked for elimination, leaving 60 items. The short form maintained the original scale’s framework and utilized a seven-point Likert scale ranging from 0 (Never) to 6 (Always) for students to respond to items assessing various dimensions and subdimensions of CT skills.

The CTSAS-SF validation process, with confirmatory factor analysis, resulted in two models with equivalent satisfactory goodness-of-fit indices. Model 4, the second-order factor model (RMSEA = .051; TLI = .924; CFI = .927), had a chi-square/df ratio of 2.33. The Cronbach alpha of the overall instrument was excellent (α = .969). Sample items are shown in Table 1 .

Sample items forming Critical Thinking Self-Assessment Scale (CTSAS), Nair ( 2011 ).

Compared to instruments for assessing CT skills, the availability of instruments for measuring critical thinking (CT) dispositions is limited. However, one of the instruments adopted by the consortium to assess CT dispositions is the Student-Educator Negotiated Critical Thinking Dispositions Scale (SENCTDS), which was developed by Quinn et al. ( 2020 ). The scale was validated with a mixed population of Irish and American undergraduate students. The scale considers a variety of CT dispositions that the authors consider important for the labor market and real-world decision-making. Some of the items in the scale combine Facione ’s ( 1990 ) original CT dispositions into new dimensions that are relevant to academic and labor market success, such as organization, perseverance, and intrinsic goal motivation. The scale consists of six dimensions (Reflection, Attentiveness, Open-mindedness, Organization, Perseverance, and Intrinsic Goal Motivation) and presents statements for students to respond to using a 7-point Likert scale. The Likert scale ranges from 1 (strongly disagree) to 7 (strongly agree). The original version of the SENCTDS contains 21 items. The validation process, with confirmatory factor analysis, identified only one model presenting a satisfactory goodness-of-fit index—model 3, comprised of six correlated factors (RMSEA = .054; TLI = .974; CFI = .969) with a chi-square/df ratio of 2.57. The instrument presented a high Cronbach alpha (α = .842), suggesting a strong internal consistency of the instrument. Sample items are presented in Table 2 .

Sample items from Student-Educator Negotiated Critical Thinking Dispositions Scale (SENCTDS), developed by Quinn et al. ( 2020 ).

The analysis showed gains in critical thinking skills and indicated that changes were more prominent in skills than dispositions. All skills (interpretation, analysis, inference, explanation, self-regulation, and evaluation) obtained significant differences between the pretest and posttest, with p ≤ .0001 to all skills, plus the integrated critical thinking skills score was t = 9.705 and p ≤ .0001, which demonstrates strong significant difference between pre- and the posttest. Dispositions displayed no significant differences regarding the integrated score, but showed significant differences in reflection (t = 1.766, p = .079), open-mindedness (t = 2.636, p = .009), organization (t = 2.568, p = .011), and intrinsic goal motivation (t = 1.712, p = .088).

Based on the findings from the implementation of the blended apprenticeship curricula, the following guidelines were formulated for implementing Critical Thinking Blended Apprenticeship Curricula ( Payan-Carreira et al. 2023 ):

• Provide an explanation of the importance of critical thinking—Clearly communicate to students why critical thinking is a vital skill in today’s workforce and how it is valued in specific professions. Explicitly incorporate the development of critical thinking as an outcome of the course.
• Emphasize continuous and pervasive CT training—To achieve success, there should be a concerted effort across disciplinary curricula to foster students’ critical thinking skills and dispositions. Skills require training, and dispositions necessitate the internalization of desired attitudes. Therefore, sufficient time and a collaborative approach at the disciplinary level are necessary for consistent and significant progress.
• Allocate dedicated time—Building on the previous point, it is essential to allocate specific time within the course to work on the proposed critical thinking goals. Students and educators need to schedule activities and create opportunities for preparation, development, and feedback exchange. This ensures that the intervention leads to meaningful, lasting learning.
• Establish connections with real-world scenarios—Foster student engagement and improve their perception of learning experiences by incorporating case studies that reflect situations professionals encounter in their daily work. By grounding the learning content in reality, students are more likely to be motivated and actively participate in the educational process.

Foster reflection on CT skills and dispositions—Offer students the chance to reflect on their reasoning processes and the attitudes they have developed throughout their learning experiences. Encouraging reflective thinking enhances the effectiveness of learning interventions and helps cultivate a deeper understanding of one’s experiences.

These steps aim to guide educators in effectively implementing the critical thinking blended apprenticeship curricula while also maximizing the impact of critical thinking development in students.

The two European projects made a great start in integrating the skills that employers want employees to learn from university curricula, but the results are nonetheless provisional. There is not a clear agreement among participating universities regarding how best to teach critical thinking, nor any regarding its importance for future jobs. We urge that more work should be done to nurture critical thinking within university curricula in order to provide our current students—who represent the future of the workforce—the much-wanted job-proof skills they need.

5. European Recommendations and Good Practices

Critical thinking stands as a pivotal goal for European Higher Education Institutions. To facilitate the attainment of this objective, we present an educational protocol that draws from comprehensive research and practical experiences, including insights from the CRITHINKEDU project. This protocol amalgamates insights from both theoretical and empirical studies on critical thinking with practical strategies for its cultivation.

Recommendations go toward signing memorandums of understanding between universities and labor market organizations to cultivate strong partnerships ( Rebelo et al. 2023 ). Effective collaboration between universities and businesses is crucial in fostering critical thinking. This partnership thrives on the synergy that results when academic institutions and businesses combine their expertise, resources, and perspectives. Strategies such as aligning goals, fostering long-term commitment, and promoting a culture of collaboration can strengthen these partnerships and ensure that academic research is harmoniously aligned with real-world needs.

Another recommendation relates to the formulation of compelling goals . Accurate and transparent goals are fundamental to the successful implementation of university-industry collaborations to promote critical thinking. These goals must be clearly defined and easily understood at multiple levels, from the institutional to the program and course levels. Recognition of critical thinking as an overarching goal implies its integration into assessment and evaluation processes.

Another recommendation is to develop flexible curricula . To effectively foster critical thinking, curricula must demonstrate adaptability and responsiveness to emerging trends and market demands. The use of agile curriculum design methodologies and the involvement of business partners in curriculum development is of great value. Approaches such as problem-based and case-based learning facilitate rapid adaptation to evolving market needs, such as the use of AI-powered software to solve work tasks better and faster. Regular feedback mechanisms and ongoing collaboration with business partners ensure that curricula remain relevant and flexible.

Incorporating real-world challenges and case studies into curricula bridges the gap between academia and the business world, creating an environment that encourages experiential learning. The active involvement of business stakeholders in providing relevant challenges plays a key role. Students’ problem-solving skills are enhanced by shifting from traditional teaching methods to project-based, problem-based, or case-based learning. Engaging students through apprenticeships, internships, guest lectures, and seminars immerses them in authentic work environments and fosters their professional development.

Ongoing, multi-faceted evaluation is a cornerstone of the collaboration between higher education and the business community to cultivate critical thinking. Assessment includes measuring learners’ progress in critical thinking, the effectiveness of curricula, and the impact of partnerships through the use of key performance indicators.

Regarding how to implement a critical thinking curriculum, pedagogical research ( Elen et al. 2019 ) suggests that in the development of critical thinking, whether it is regarded as a skill, disposition, or a combination of both, three categories of supportive measures can be identified: modeling, induction, and declaration.

Modeling: Support the development of critical thinking skills by demonstrating what it means to think critically at the institutional, programmatic, and course levels, considering multiple perspectives and alternative viewpoints.

Induction: Support critical thinking development by provoking critical thinking through the presentation of open-ended questions, unstructured tasks, complex problems, and real-world issues. The exact nature of “induction” and how it is implemented may vary across fields and disciplines. Induction can be carried out in a variety of ways; for example, presenting unstructured problems, providing authentic tasks, encouraging constructive controversy, asking “why” questions, or encouraging student autonomy.

Explanation: Promote the development of critical thinking by articulating or explicitly stating what is at stake, what strategies can be used, and what criteria must be met. This explanation can take the form of oral or written communication and should always be explicit and specific. Declaring and making things explicit can be accomplished in a variety of ways, including using critical thinking rubrics, developing elaborate concept maps, providing feedback on critical thinking, and engaging in discussion and reflection on critical issues.

This integrated approach, encompassing university-business collaboration and an educational protocol, underscores the significance of critical thinking in higher education. It provides a structured framework for nurturing this essential skill by aligning objectives, fostering partnerships, adapting curricula, and implementing ongoing evaluation practices. In doing so, educational institutions are better poised to equip students with the critical thinking skills needed to thrive in a rapidly evolving world.

6. Concluding Remarks or Can Critical THINKING Save the World?

In summary, the dynamic interaction between universities, businesses, and the evolving technology landscape, including the rise of artificial intelligence (AI) and online technologies, underscore the critical need to nurture and develop students’ critical thinking skills. As we navigate the challenges posed by AI and the ever-expanding digital realm, collaborative efforts between academia and industry have proven to be instrumental in preparing students for the future job market.

Incorporating real-world experiences, such as apprenticeships, into the curriculum is an important step toward improving students’ critical thinking skills in real-world contexts. Projects such as “Critical thinking across higher education curricula—CRITHINKEDU” and “Critical thinking for successful jobs—THINK4JOBS” have demonstrated the potential of these collaborations to bridge the gap between classroom learning and industry needs. In addition, the development of flexible curricula that can adapt to the evolving needs of the job market, especially considering online technologies, is essential. By integrating real-world challenges and case studies into the curriculum, students gain valuable problem-solving skills and are better prepared to navigate the complexities of the digital age.

Ongoing assessment and evaluation are critical components of this collaborative effort, ensuring that critical thinking remains a central focus and that students are making meaningful progress in acquiring this essential skill.

With the disruption of AI and the ubiquity of online technologies, the integration of critical thinking into higher education curricula is more important than ever. It enables students not only to thrive in a technology-driven world, but also to contribute to a rational, democratic, and globally interconnected society. The partnerships forged between universities and businesses, along with a well-defined educational protocol, provide a roadmap for cultivating these essential skills and preparing students for the challenges and opportunities of the future job market. The imperative to foster critical thinking in university curricula remains a fundamental step in equipping tomorrow’s workforce to navigate the complexities of an AI-influenced job market and a rapidly changing world.

Lilienfeld ( 2007, para. 3 ) said it well: “The greatest threat to the world is ideological fanaticism, by ideological fanaticism I mean the unshakeable conviction that one’s belief system and that of other in-group members is always right and righteous and that others’ belief systems are always wrong and wrong-headed”. Imagine a world where (most or even many) people use the skills of critical thinking. Just maybe, CT could save the world.

The job market will require a psychologically adaptable toolkit, and we propose that critical thinking is an essential component therein. The disruptions imposed by new technological advances such as AI will require students to learn new employable skills because we will need not just an engineer, but a critical thinking engineer; not just a programmer, but a critical thinking programmer; and not just a journalist, but a critical thinking journalist. The dignity of workers—their humanity and our collective survival—may well depend on CT, a very human creation.

Acknowledgments

We sincerely thank Dana Dunn, Moravian University, for comments on an earlier version of this manuscript.

Funding Statement

Daniela Dumitru received funding from European Commission/EACEA, through the ERASMUS+ Programme, “Critical Thinking for Successful Jobs—Think4Jobs” Project, with the reference number 2020-1-EL01-KA203-078797.

Author Contributions

Conceptualization, D.F.H. and D.D.; investigation, D.F.H. and D.D.; resources, D.F.H. and D.D.; writing—original draft preparation, D.F.H. and D.D.; writing—review and editing, D.F.H. and D.D. All authors have read and agreed to the published version of the manuscript.

Conflicts of Interest

The authors declare no conflict of interest.

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Comparison Of Assessment Methods Of Critical Thinking

Critical thinking has been defined over time by many philosophers, educators, researchers, etc. Although definitions contain a series of common skills, there are various details. Critical thinking is important for individuals to make logical decisions possible and can make life quality better. It is a deliberate act of analysing and evaluating elements of reasoning systematically. Having all this in mind, assessing people`s critical thinking skills is difficult. Main assessment methods are multiple choice tests, multiple choice questions with justification, short essays and performance tests. The most common method among them is multiple choice tests which are easy to apply. However they have some disadvantages such as the lack of comprehensiveness and providing valid results. Hence there are alternative methods, which depend on the purpose of assessment. This paper compares a series of assessment methods for critical thinking and gives an idea for appropriate assessment of critical thinking in project based learning. For this purpose 29 high school students` critical thinking skills are investigated in project based learning by using multiple choice tests, multiple choice questions with justification, short essays and performance tests. Advantages and disadvantages of assessment methods are compared to obtain proper method to use in project based learning. Keywords: Critical thinking assessment project based learning rubric

Introduction

Critical thinking is a popular term in education and even in daily life. Actually it is not new term and many philosophers, authors and educators used this term under different names and applied and taught in different ways. In modern era, Dewey ( 1933 ) stated it was an active process of consideration of belief by analysing reasons and its consequences. He named this process as “reflective thinking”.

Ennis ( 1987 ) defined the term as `a reasonable reflective thinking that is focused on deciding what to believe or do.

Brookfield ( 1987 ) extended and clarified the definition as “a process that involves identifying and challenging assumptions, becoming aware of the importance of context in creating meaning, imagining and exploring reflective skepticisms … a reflective dimensions, more than the cognitive activity of analyzing arguments –it is emotive as well as rational.

American Philosophical Association organized several panels to discuss definition, instruction and assessment of critical thinking through two years. 46 experts, are from different disciplines, participated and contributed to the Delphi Report. They reached to consensus definition as “be purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation, and inference, as well as explanation of the evidential, conceptual, methodological, criteriological, or contextual considerations upon which that judgment is based.” ( Facione, 1990 ).

Definitions of critical thinking share basic features. Although reaching one common definition is difficult, experts stated its common components which are defined more or less same.

Critical thinking is important for individuals to make logical decisions possible and can make life quality better. It is a deliberate act of analysing and evaluating elements of reasoning systematically ( Brookfield, 1987 ; Elder & Paul, 2000 ; Paul & Elder, 2000 ).

Assessment of Critical Thinking

Assessing critical thinking skills is difficult as well as defining critical thinking. Purpose and objectives of assessment depend on definition and approaches of critical thinking. Various purposes for assessing students’ critical thinking skills are enlisted as diagnosing the levels of students` critical thinking and giving them feedback, motivating students to be better, informing teachers and schools about their success, doing research about critical thinking and providing information for further educational programs which students decide to enter ( Ennis, 1993 ). In addition to educational field, critical thinking skills are assessed to select employees (Retrieved from http://www.linklatersgraduates.co.uk/application-process/critical-thinking-test).

Critical thinking is assessed by using multiple choice tests, multiple choice questions with justification, short essays or case studies and performance tests. The use of assessment method depends on test makers` purpose and the size of test takers. These methods are given with their advantages and disadvantages below.

General content based multiple choice tests are usually used to select prospect students and employees or to do research about critical thinking. On a large scale use, these tests are useful because they save time, are cheap, their validity and reliability are checked ( Ennis, 1993 ). Well-known general content based tests are Cornell Critical Thinking Test Level X and Level Z, Watson Glaser Critical Thinking Appraisal, ( Ennis, 1993 ), California Critical Thinking Skills Test, California Critical Thinking Dispositions Inventory, (retrieved from https://www.insightassessment.com/Products) , and International Critical Thinking Test, (retrieved from http://www.criticalthinking.org/pages/international-critical-thinking-test/619).

General content based tests could not assess students’ critical thinking skills well when the test is applied after a course. Since critical thinking is part of the course and the test may not contain anything related with the subjects in the course. Also teachers could be unfamiliar to the underlying structure and theory behind the general content based tests, and lacks the time to learn. That`s why using these tests could be seen as ineffective ( Haas and Keeley, 1998 ).

Critical thinking essay tests are general content based and more comprehensive than multiple choice tests. The Ennis-Weir Critical Thinking Essay Test is a common essay test. They present realistic tasks and permit students to justify their responses. However they are more expensive in time and/or money and not secure ( Ennis, 1993 ). Also CIE offers thinking skills exams which have multiple choice questions, essays and case studies. CIE assess critical thinking by using case studies which includes a scenario and open-ended questions (Retrieved from http://www.cie.org.uk/programmes-and-qualifications/cambridge-international-as-and-a-level-thinking-skills-9694/).

Teachers and researchers may make their own test which is could be good in terms of comprehensiveness especially for subject specific assessment. They can mix the methods and form multiple-choice test with written justification. It can be easy to prepare and check like multiple choice and be open-minded as allowing students to defend their responses even can receive credit by defending their answers well ( Ennis, 1993 ).

Performance assessments can depend on real life cases and may use for subject specific assessment because of reducing comprehensiveness. Although using real life cases is an advantage for learner, this assessment method has disadvantageous for teachers who must devote more time for performance process and assessing performance ( Ennis, 1993 ).

Rubrics and Critical Thinking Assessment

Formative assessments collect students` performance data in a considered instruction and students` work that will promote students’ abilities and higher level thinking. That`s why, formative assessments should be authentic and multidimensional ( Peverini, 2009 ). Rubrics are used as formative assessment tools that guide students to do quality works and teacher to evaluate their works fairly. According to Popham ( 1997 ), essential elements of rubric are evaluating criteria, quality definitions and scoring scale. Rubrics may use for performance assessments as well as open-ended questions.

Rubrics offer benefits for assessment. Tasks and criteria are categorized. Hence rubrics guide the students though the process and help the teachers to give proper feedback ( Tierney & Simon, 2004 ).

The Foundation and Center for Critical Thinking are educational non-profit organizations and their goals are to improve education primary to university. They study and teach critical thinking and develop assessment tools such as multiple choice tests and rubric. (Retrieved from www . criticalthinking . org / files / CriticalThinkingGrid . doc)

BIE is a nonprofit educational organization and expresses its priority to help teachers and to prepare students for successful lives. It forms and shares PBL products like books, articles and critical thinking rubrics.

Universities study on assessment tools for critical thinking. Critical thinking rubric of WSU is an exemplary one. WSU searched the implementation of rubric in undergraduate courses. The mean score for courses (M=3.3) in which the rubric was used was higher than the mean score for courses (M=2.44) in courses which the rubric was not use. ( Retrieved from http://web.uri.edu/assessment/files/WSU-Critical-Thinking-Rubric-2009.pdf )

Problem Statement

Assessment of critical thinking is difficult in terms of reliability and required time. Choosing a proper assessment method is important for teachers. That`s why, four methods are compared and analyzed their advantages and disadvantages.

Research Questions

In this study two questions are searched. “Which methods are more reliable?” and “Which methods have more effective time allowance for teachers and students?”

Purpose of the Study

The purpose of the study was to find out a proper method for assessing students’ critical thinking skills. Four methods, multiple choice, multiple choice with justifications, short answer and rubric for performance test are applied and compared.

Subjects: 9 th and 10 th grade students (n=29) studied on a chemistry project in 5 weeks and presented their products in 2 weeks. All course materials and assessment instruments are in English. Groups includes 3 members, which are one high level, one medium level and one low level students in terms of the mean of first semester exams.

Research Methods

Learning and improvement in thinking requires more time and happens in years ( Paul & Elder, 2000 ). Differences in background beliefs and assumptions between students and teachers and the difference, or similarities in the instruction make disadvantageous to use general content-based test ( Ennis, 1993 ). Therefore I used disciple specific assessment tools for a 7-week study.

Students studied in PBL environment. A rubric, is designed for PBL, was used to assess students` critical thinking skills during preparation of the projects. (Retrieved from www.bie.org/object/document/6_12_critical_thinking_rubric_ccss_aligned)

After the presentations, multiple choice test, in which chemistry related questions were selected from science reasoning tests, has two parts. First part is composed of 3 cases and 5-7 multiple choice questions for each case and second part includes multiple choice questions with justification part in order to understand students` reasons for their choices.

Open-ended questions were selected from Cambridge Thinking Skills Test. There is a chemistry related case study, is told by different sources. Students answered the questions about reliability of sources and possible outcomes.

Rubric was used to assess students` performance while they were preparing their projects. Other tools were applied after their presentations. Means and standard deviations of the test results and rubric scores are calculated and are presented in Table 1 .

As seen in Table 1 , mean of multiple choice test (M=63.3) is the highest and mean of open-ended (M=46.7) questions is the lowest.

Mean of multiple choice with justification is between the means of multiple choice and case study and its results are given as separated in Table 2 .

Several students got points by choosing correct answers without explanation. A few students got points by explaining their choices although they circled wrong option. Mean of justification part is lower than multiple choice and close to case study. There are some answers without explanation in justification part.

The mean values decreased by asking explanation. The results of multiple choice test without explanation are better than others. Similar questions were asked in multiple choice with justification and the mean of the test is lower than multiple choice test.

The results of open-ended questions were similar to justification part. There were some poor answers such as `no evidence`, `quite reliable`, `source A is a good evidence` etc. However some students did not explain or not support their thoughts with sources. It is unclear without an explanation whether they understood the case and answered correctly or not.

Rubrics for performance assessment guide students and teachers by stating criteria for each part of the project. Then teachers follow them to check students` act and work.

Preparation of discipline-specific multiple choice test and multiple choice test with justification take less time than discipline-specific case study. Performance assessment takes more time not only preparation but also application. Tests can be prepared in few hours and applied in a lesson. However preparation of performance assessment needs several hours for preparation and teachers are occupied with the assessment in the lessons to assess all students in all parts of projects.

Multiple choice test and multiple choice test with justification are checked fast. Checking case study takes time to read and assess each answer. Performance assessment keeps the teacher busy in all applied lessons because teacher must observe students` acts and compare with criteria in the rubric.

As time allowance to prepare the test and to assess students` responds, multiple choice test and multiple choice with justification have advantages as taking less time.

The rubric is a helpful tool for teachers who can assess students` work by checking the criteria on it. Therefore teachers provide feedback clearly for each part. They are more reliable. On the other hand, performance assessment takes up time. It can be applied for small scale classes. Case studies, including open-ended questions are more reliable and needs time but not as long as performance assessment. Multiple choice test with justification is a mixture of open-ended questions and multiple choice questions. Preparation and checking are easy like multiple choice and asking for explanation and reliability is better like case studies. Case studies and multiple choice tests with justification can be applied to small and medium scale classes. Multiple choice tests are advantageous in terms of time allowance but not reliability. These tests are good for large scale classes.

Justification part is important because teachers could not be sure that students really knew the answer and selected the option surely or they just circled the option randomly as given in Table 2 .

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• Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: D.C. Heath.
• Elder, L., and Paul, R. (2000). Critical thinking: Nine strategies for everyday life, Part II. Journal of Developmental Education, 24(2), 38–39.
• Ennis, R. H. (1987). A taxonomy of critical thinking dispositions and abilities. In J. Baron & R. Sternberg (Eds.), Teaching thinking skills: Theory and Practice (pp. 9-26). New York: W. H. Freeman.
• Ennis, R. H. (1993).  Critical thinking assessment.  Theory into Practice, 32 (3), 179-186.
• Facione, P.A. (1990). American Philosophical Association. Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction. 1990. ERIC document ED 315-423
• Haas, P.F., and Keeley S.M. (1998). Coping with faculty resistance to teaching critical thinking. College Teaching 46:63–67.
• Paul, R., and Elder, L. (2000). Critical thinking: Nine strategies for everyday life, Part I. Journal of Developmental Education, 24(1), 40–41.
• Peverini, S. (2009). The value of teacher expertise and good judgment: Recent inspiring reading about assessment. Language Arts, 86(5), 398-402.
• Popham, J. (1997). "What's Wrong - and What's Right - with Rubrics". Educational Leadership 55 (2): 72–75.
• Retrieved from: http://www.cie.org.uk/programmes-and-qualifications/cambridge-international-as-and-a-level-thinking-skills-9694/
• Retrieved from https://assessment.trinity.duke.edu/documents/WashingtonStateUniversityCriticalThinkingProjectResourceGuide_000.pdf .
• Retrieved from: https://www.insightassessment.com/Products
• Retrieved from: http://www.criticalthinking.org/pages/international-critical-thinking-test/619
• Retrieved from: http://web.uri.edu/assessment/files/WSU-Critical-Thinking-Rubric-2009.pdf
• Retrieved from: www.bie.org/object/document/6_12_critical_thinking_rubric_ccss_aligned
• Retrieved from: www.criticalthinking.org/files/CriticalThinkingGrid.doc
• Tierney, R., & Simon, M. (2004). What’s still wrong with rubrics: Focusing on the consistency of performance criteria across scale levels. Practical Assessment, Research & Evaluation.

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Şentürk, N. (2018). Comparison Of Assessment Methods Of Critical Thinking. In V. Chis, & I. Albulescu (Eds.), Education, Reflection, Development – ERD 2017, vol 41. European Proceedings of Social and Behavioural Sciences (pp. 398-404). Future Academy. https://doi.org/10.15405/epsbs.2018.06.47

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ChatGPT and the Decline of Critical Thinking

The use of ChatGPT as a search engine has made the need for critical thinking more pressing than ever, writes Enrique Dans.

OpenAI’s launch of ChatGPT in late November captured the world’s attention and opened our eyes to the existence of a technology capable of a surprising number of things called machine learning. Note the language here. It is not artificial intelligence because machines are not intelligent, they are simply programmed to consult databases and use statistics.

Advanced automation has for years been applied to all kinds of uses, but what ChatGPT has done is to apply one specific area of machine learning, Large Language Models (LLMs), to a conversational environment, and has dazzled the world in the process. As a result more and more people are using it—not so much for conversations, as it was initially designed, but as a search engine. This is a development that could challenge Google’s two decades of hegemony.

It’s worth pointing out that Google already has very similar technology, but has so far decided to keep it under wraps until it can be sure of its quality and reliability. An LLM answers questions based on affinities and statistical matches, and the only way to get “correct” answers is to filter them, i.e. exclude the unsuitable stuff. This is not easy, so some answers will be partially incorrect, and sometime they will be very off the mark, even if the language used seems that of an expert.

Google, of course, immediately realized the threat posed by ChatGPT. In response, the company brought its two founders out of retirement, and decided to incorporate similar technologies into around 20 of its products. Microsoft, now an investor in OpenAI, is about to do the same. (If you haven’t experienced the pleasure of creating Excel documents with an algorithm like ChatGPT, I highly recommend it).

So far, so good: we have innovation driving competition.

Yet, the problem here is what happens to critical thinking. A Google results page, with its links, shows us the source and may include a fragment of text, etc., before we finally click and land on the page to (hopefully) find what we were looking for. But, with ChatGPT and the like, we ask a question and receive a couple of paragraphs with the answer – and this answer may or may not be correct, though it certainly looks like it.

The steady erosion of critical thinking exposes us to reliance on a tool that can easily be used to manipulate us.

Such is the absence of critical thinking in the world today that many people take the first result on a Google page as gospel. I say this from experience. I have been called by several people convinced that I was the customer service manager of a Spanish airline simply because I once wrote, long ago, about Air Europa’s disastrous customer service and the article was indexed at the top of Google’s search engine. Just try convincing angry flyers that you are not the person to attend to their complaints! It didn’t matter what I told them: according to their reading of the search engine page, Google said I was the airline’s customer service, and so I must be lying.

So, if people will accept Google’s word uncritically, imagine the response to ChatGPT. The answer to your search may be 100% bullshit, but whatever: for many people, it’s hard, reliable truth.

There are tools like Perplexity.ai that try to alleviate this by providing sources – and this, at least, allows anyone who wants to fact check the answer to do so. I would think that Google, which has a great deal at stake here, will go in that direction and not simply provide a single piece of text but something more elaborate that would allow the user to check whether the answer is from a scientific article, a tabloid newspaper, or a sect of anti-vaxxers, climate change deniers, or conspiracy theorists. At the very least, search engines have a responsibility to make it possible for users to probe their answers with a few clicks. This is a necessity because the steady erosion of critical thinking exposes us to reliance on a tool that can easily be used to manipulate us.

Nevertheless, at the end of the day, we shouldn’t expect Big Tech to facilitate critical thinking: it’s something we must develop for ourselves, as individuals and collectively as a society. The problem is that our schools don’t teach it, preferring instead the comfort of a textbook, often banning smartphones in the classroom rather than embracing the challenge of teaching students how to use them properly.

That said, the education system cannot bear all the responsibility: parents also have an obligation to teach their children about how the world works. I’m afraid this means thinking twice about giving children a phone or tablet to keep them quiet.

After years of “this must be true because I saw it on television,” we now have “this must be true because the algorithm says so.” So, either we get a grip and start to prioritize critical thinking, or we’re going to end up in a collective muddle – and more vulnerable than ever to misinformation.

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Critical thinking definition

Critical thinking, as described by Oxford Languages, is the objective analysis and evaluation of an issue in order to form a judgement.

Active and skillful approach, evaluation, assessment, synthesis, and/or evaluation of information obtained from, or made by, observation, knowledge, reflection, acumen or conversation, as a guide to belief and action, requires the critical thinking process, which is why it's often used in education and academics.

Some even may view it as a backbone of modern thought.

However, it's a skill, and skills must be trained and encouraged to be used at its full potential.

People turn up to various approaches in improving their critical thinking, like:

• Developing technical and problem-solving skills
• Engaging in more active listening
• Actively questioning their assumptions and beliefs
• Seeking out more diversity of thought
• Opening up their curiosity in an intellectual way etc.

Is critical thinking useful in writing?

Critical thinking can help in planning your paper and making it more concise, but it's not obvious at first. We carefully pinpointed some the questions you should ask yourself when boosting critical thinking in writing:

• What information should be included?
• Which information resources should the author look to?
• What degree of technical knowledge should the report assume its audience has?
• What is the most effective way to show information?
• How should the report be organized?
• How should it be designed?
• What tone and level of language difficulty should the document have?

Usage of critical thinking comes down not only to the outline of your paper, it also begs the question: How can we use critical thinking solving problems in our writing's topic?

Let's say, you have a Powerpoint on how critical thinking can reduce poverty in the United States. You'll primarily have to define critical thinking for the viewers, as well as use a lot of critical thinking questions and synonyms to get them to be familiar with your methods and start the thinking process behind it.

Are there any services that can help me use more critical thinking?

We understand that it's difficult to learn how to use critical thinking more effectively in just one article, but our service is here to help.

We are a team specializing in writing essays and other assignments for college students and all other types of customers who need a helping hand in its making. We cover a great range of topics, offer perfect quality work, always deliver on time and aim to leave our customers completely satisfied with what they ordered.

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Critical Thinking Skills.

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Critical thinking is the ability to analyze information objectively and make a reasoned judgment. It involves evaluating sources, such as data, facts, observable phenomena, and research findings. Developing critical thinking skills is essential for academic success and everyday decision-making. Here are strategies and examples to help enhance critical thinking skills.

1. Ask Questions

Asking questions is fundamental to critical thinking. Encourage curiosity and in-depth understanding by asking questions like:

• What evidence supports this claim?
• Are there alternative perspectives?
• What are the implications of this decision?

2. Analyze Assumptions

Identifying and analyzing assumptions helps in understanding underlying biases and beliefs.

• Example : When reading a news article, identify the assumptions the author makes and consider how they influence the argument.

3. Evaluate Evidence

Evaluating evidence involves assessing the reliability and validity of information sources.

• Example : When researching a topic, compare information from multiple sources and evaluate their credibility.

4. Develop Hypotheses

Formulating and testing hypotheses can strengthen analytical skills.

• Example : In a science experiment, develop a hypothesis, conduct experiments to test it, and analyze the results.

5. Reflect on Your Thinking Process

Reflection helps in recognizing and improving your thought process.

• Example : After making a decision, reflect on the steps you took, what you learned, and how you could improve in the future.

6. Engage in Discussions

Participating in discussions encourages the exchange of ideas and perspectives.

• Example : Join a debate club or discussion group to practice presenting and defending your viewpoints.

7. Practice Problem-Solving

Solving problems systematically can enhance critical thinking.

• Example : Use problem-solving frameworks, like SWOT analysis, to evaluate a business case study.

8. Use Critical Thinking Exercises

Incorporate exercises and activities designed to boost critical thinking skills.

• Example : Engage in brainteasers, puzzles, and logic games that challenge your reasoning abilities.

Examples of Critical Thinking in Action

• Case Study: Socratic Method : Used in law schools, the Socratic method involves asking a series of questions to help students think deeply about the subject matter.
• Example: Reflective Journals : Students keep journals where they reflect on their learning experiences, analyze their thinking processes, and develop insights.

Developing critical thinking skills is crucial for academic success and informed decision-making. By asking questions, analyzing assumptions, evaluating evidence, developing hypotheses, reflecting on thinking processes, engaging in discussions, practicing problem-solving, and using critical thinking exercises, individuals can enhance their ability to think critically.

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Building Your Child’s Critical Thinking Skills

Building critical thinking skills happens through day-to-day interactions as you talk with your child, ask open-ended questions, and allow your child to experiment and solve problems.

Here are some tips and ideas to help children build a foundation for critical thinking:

• Provide opportunities for play .   Building with blocks, acting out roles with friends, or playing board games all build children’s critical thinking. 
• Pause and wait. Offering your child ample time to think, attempt a task, or generate a response is critical. This gives your child a chance to reflect on her response and perhaps refine, rather than responding with their very first gut reaction.
• Don’t intervene immediately.   Kids need challenges to grow. Wait and watch before you jump in to solve a problem.
• Ask open-ended questions. Rather than automatically giving answers to the questions your child raises, help them think critically by asking questions in return: “What ideas do you have? What do you think is happening here?” Respect their responses whether you view them as correct or not. You could say, “That is interesting. Tell me why you think that.”
• Help children develop hypotheses. Taking a moment to form hypotheses during  play is a critical thinking exercise that helps develop skills. Try asking your child, “If we do this, what do you think will happen?” or “Let’s predict what we think will happen next.”
• Encourage thinking in new and different ways. By allowing children to think differently, you’re helping them hone their  creative problem solving skills. Ask questions like, “What other ideas could we try?” or encourage your child to generate options by saying, “Let’s think of all the possible solutions.”

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Written by MBarq

I am a post graduate in English from Kashmir University . I have been teaching literature for last 15 years and now working with Foundation World School as English Mentor

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Ep. 16 - Preparing Your Kids for a Rapidly Changing Job Market (Part 1 of 2) // Lisa Nehring The Christy-Faith Show

Today’s conversation with Lisa Nehring explores the concept of the fourth industrial revolution and its implications for homeschooling. Christy-Faith and Lisa discuss the rapid changes in technology and the job market, emphasizing the need for adaptable skills and critical thinking. The ladies higlight importance of literacy, self-learning, soft skills, and emotional intelligence. They also touch on the five emerging economies and offer practical advice for homeschooling parents to adapt their teaching methods and curriculum.      Takeaways:  The fourth industrial revolution is characterized by the merging of technology and humanity, blurring the lines between physical, biological, and digital spheres.Children are likely to have multiple jobs in different industries throughout their lives, and many of the jobs that will exist in the future do not exist yet.To prepare children for the future, focus on developing critical thinking skills, promoting literacy, fostering self-learning, and cultivating soft skills such as communication, collaboration, and creativity.Emotional intelligence is also crucial, as it helps children navigate the global gig economy and work effectively with people from diverse backgrounds.Homeschooling parents can adapt their teaching methods by incorporating literature-based curriculum, engaging in Socratic discussions, and creating space for open and challenging conversations with their children About today’s guest: Lisa Nehring  is the owner of  True North Homeschool Academy, a 2nd -12th grade full service on-line Academy, as well as  “Its Not that Hard to Homeschool” and Blue Collar Homeschool, providing books, tools and online community for families that choose to homeschool. ******************************************* LINKS & RESOURCES Build A Homeschool That Does Right By Your Kids: https://christy-faith.com/pages/thrive Use my Homeschool Success Framework: https://christy-faith.com/pages/thrive#r-1681759143216 It’s time to defeat homeschool doubt and second-guessing forever. Find homeschool-friendly service providers (like doctors, educators, and more): https://www.christy-faiths-list.com Take my FREE 5-Minute Homeschool Style Finder: https://christy-faith.com/pages/christy-faiths-5-minute-homeschool-style-finder Pick up your copy of Christy-Faith’s latest book! Homeschool Rising: Shattering Myths, Finding Courage, and Opting Out of the School System https://christy-faith.com/pages/homeschool-rising-book Links & Free: https://christy-faith.com/pages/links Work with Christy-Faith: https://christy-faith.com/pages/contact ******************************************* SHOW SPONSORS CTC Math - Get 50% off my favorite online math curriculum https://ctcmath.com/how-it-works/home-school Thrive Homeschool Community - Create a homeschool that’s better than any public or private school option https://christy-faith.com/pages/thrive ******************************************* CHAPTERS 00:00 Introduction to the Fourth Industrial Revolution 07:00 Preparing Children for a Rapidly Changing Job Market 10:21 The Importance of Literacy and Critical Thinking 11:20 Developing Self-Learning Skills and Soft Skills 24:08 Adapting Teaching Methods and Curriculum ******************************************* FIND CHRISTY-FAITH HERE TikTok: https://www.tiktok.com/@christy_faith Instagram: https://www.instagram.com/christy_faith_homeschool YouTube: https://www.youtube.com/@christy-faith Pinterest: https://www.pinterest.com/ChristyFaithHomeschooling Facebook: https://www.facebook.com/ChristyFaithHomeschool Threads: https://www.threads.net/@christy_faith_homeschool X (Twitter): https://twitter.com/Christy_Faith_1  (00:00) - Introduction to the Fourth Industrial Revolution
 (07:00) - Preparing Children for a Rapidly Changing Job Market
 (10:21) - The Importance of Literacy and Critical Thinking
 (11:20) - Developing Self-Learning Skills and Soft Skills
 (24:08) - Adap

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10 Most In-Demand Soft Skills to Put on Your Resume

L ong gone are the days when listing hard skills was the best (and oftentimes only) way to get your foot in the door at a prestigious company. While technical knowledge and training will always be important, soft skills (or essentially personality traits) are becoming increasingly important to highlight on your resume. And it makes sense, as more companies prioritize work culture and, therefore, the personalities of those they’re hiring.

But which soft skills are the ones that standout the most on a resume? Using data from Indeed.com, CashNetUSA scoured job ads for 46 predetermined soft skills to find the ones that appeared the most on high-paid jobs that surpassed the 75th percentile of wages in America’s most populated cities as well as each state. These are the soft skills that came out on top.

10. Resilience

Percentage of highly paid jobs requiring the skill: 34.29%

Resilience is a soft skill that highlights your ability to handle stress and challenges that come up at work. 

A good example of how to add this to your resume could be, “Showed resilience when leading a team after budget cuts by still delivering work on time and within scope.”

* Data comes from a January 2024 report released by CashNetUSA .

9. Financial Management

Percentage of highly paid jobs requiring the skill: 38.24%

If you’ve ever been in charge of a budget of any size, you can say that you have financial management skills. 

For instance, something like “oversaw the financial management of the freelance budget” could work if you hired contractors for a specific project.

8. Innovation

Percentage of highly paid jobs requiring the skill: 39.24%

Sure, this one makes our eyes roll a bit, too, but in today’s fast-paced world, innovation is key. No one wants an employee that stays stagnant or, worse, digs their heels in at the slight mention of change. 

You know who’s not stagnant? Someone who “excelled at brainstorming and ideation in the innovation process for [fill in project name].” You get it.

7. Emotional Intelligence

Percentage of highly paid jobs requiring the skill: 43.11%

We’re actually pleasantly surprised with this one. After all, we didn’t think corporations necessarily had it in them to care about this.

Jokes aside, having emotional intelligence is something that makes a good team member and an even better manager. After all, it’s hard to resolve team conflicts without it. The more a company emphasizes a “harmonious work environment,” the more this soft skill will matter.

6. Mentoring

Percentage of highly paid jobs requiring the skill: 47.89%

Here’s another managerial skill that job ads like to use to weed out the haves from the have-nots when it comes to managers. Do you actually enjoy mentoring people or have you just fallen up the corporate ladder into a management position?

True leaders will make mentoring a priority and want to highlight it on their resume.

5. Critical Thinking

Percentage of highly paid jobs requiring the skill: 47.94%

“Critical thinking” or “problem solving” can be put in the same bucket as resilience. How did you handle a challenging situation at work? It’s even better if you have data to back up your claim.

Well, maybe you “demonstrated strong critical-thinking skills when analyzing financial reports and making forecasts for the following quarter.”

4. Presentation Skills

Percentage of highly paid jobs requiring the skill: 56%

Presentation skills are the nature of the beast when it comes to today's Corporate America. That's because lots of today’s high-paying jobs require working with cross-functional teams and being able to explain your work in easy, digestible terms.

Think someone on a data science team explaining their findings to a marketing team. Along with "presentation skills," you could also add the specific presentation tools or software you use for your presentations on your resume.

3. Persuasion

Percentage of highly paid jobs requiring the skill: 57.41%

Persuasion sounds rather seductive, but it's crucial when trying to get specific projects across the finish line.

It's also a term that's used a lot in marketing when talking about "persuasive marketing skills" required to communicate well with a customer audience.

2. Negotiation

Percentage of highly paid jobs requiring the skill: 58.26%

This skill goes back to business basics. Proper negotiation skills come in handy in any aspect of life, whether you're negotiating a $1 billion merger or whether or not your toddler can have dessert for breakfast.

That said, it's a skill that takes time to hone — which is why it's considered all the more valuable.

1. Strategic Thinking

Percentage of highly paid jobs requiring the skill: 64.77%

Strategic thinking is essentially a combination of innovation and critical thinking, but the best way to incorporate this keyword on your resume is by using the CAR (challenge, action, result) technique.

You could say something like, "Used strategic thinking skills by analyzing user engagement data and running an A/B test that resulted in increased engagement of 20 percent."

For more resume advice, check out "How to Make Your Resume Shine."