CRITICAL THINKING SKILLS AND DISPOSITIONS: PERCEPTIONS OF HIGHER EDUCATION STUDENTS IN THAILAND
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Abstract
This study explores the perceptions of critical thinking skills and dispositions among higher education students in Thailand. A sample of 400 students from four international programs across four universities representing different regions in Thailand participated in this research. The study aimed to assess whether students understand the importance of critical thinking skills in their daily lives, whether they can identify critical thinking skills and dispositions, and whether there are differences in perceptions based on gender, field of study, or institution. The findings reveal that students in Thailand generally recognize the significance of critical thinking skills, with a mean score of 79.45%, indicating a solid understanding of their importance. However, their understanding of critical thinking dispositions is somewhat lower, as reflected in a mean score of 58%. Furthermore, students’ ability to identify specific critical thinking skills and dispositions is modest, with a mean score of 51%, suggesting a gap between recognizing the importance and practical application. Interestingly, the study did not find significant differences in perceptions based on gender, field of study, or institution, indicating a consistent understanding of critical thinking skills and dispositions among the sampled students. These findings underscore the importance of integrating explicit instruction on critical thinking skills and dispositions into the curriculum to bridge the gap between recognizing their significance and applying them effectively. By doing so, higher education institutions in Thailand can better equip their students with the essential skills and attitudes needed for success in the 21st century. This research contributes to the ongoing discourse on critical thinking in higher education and provides valuable insights for curriculum development and educational practice in Thailand and beyond.
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