critical thinking skills reading comprehension

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Critical Reading and Reading Strategy

What is critical reading.

Reading critically does not, necessarily, mean being critical of what you read.

Both reading and thinking critically don’t mean being ‘ critical ’ about some idea, argument, or piece of writing - claiming that it is somehow faulty or flawed.

Critical reading means engaging in what you read by asking yourself questions such as, ‘ what is the author trying to say? ’ or ‘ what is the main argument being presented? ’

Critical reading involves presenting a reasoned argument that evaluates and analyses what you have read.  Being critical, therefore - in an academic sense - means advancing your understanding , not dismissing and therefore closing off learning.

See also: Listening Types to learn about the importance of critical listening skills.

To read critically is to exercise your judgement about what you are reading – that is, not taking anything you read at face value.

When reading academic material you will be faced with the author’s interpretation and opinion.  Different authors will, naturally, have different slants. You should always examine what you are reading critically and look for limitations, omissions, inconsistencies, oversights and arguments against what you are reading.

In academic circles, whilst you are a student, you will be expected to understand different viewpoints and make your own judgements based on what you have read.

Critical reading goes further than just being satisfied with what a text says, it also involves reflecting on what the text describes, and analysing what the text actually means, in the context of your studies.

As a critical reader you should reflect on:

• What the text says:  after critically reading a piece you should be able to take notes, paraphrasing - in your own words - the key points.
• What the text describes: you should be confident that you have understood the text sufficiently to be able to use your own examples and compare and contrast with other writing on the subject in hand.
• Interpretation of the text: this means that you should be able to fully analyse the text and state a meaning for the text as a whole.

Critical reading means being able to reflect on what a text says, what it describes and what it means by scrutinising the style and structure of the writing, the language used as well as the content.

Critical Thinking is an Extension of Critical Reading

Thinking critically, in the academic sense, involves being open-minded - using judgement and discipline to process what you are learning about without letting your personal bias or opinion detract from the arguments.

Critical thinking involves being rational and aware of your own feelings on the subject – being able to reorganise your thoughts, prior knowledge and understanding to accommodate new ideas or viewpoints.

Critical reading and critical thinking are therefore the very foundations of true learning and personal development.

See our page: Critical Thinking for more.

Developing a Reading Strategy

You will, in formal learning situations, be required to read and critically think about a lot of information from different sources. 

It is important therefore, that you not only learn to read critically but also efficiently.

The first step to efficient reading is to become selective.

If you cannot read all of the books on a recommended reading list, you need to find a way of selecting the best texts for you. To start with, you need to know what you are looking for.  You can then examine the contents page and/or index of a book or journal to ascertain whether a chapter or article is worth pursuing further.

Once you have selected a suitable piece the next step is to speed-read.

Speed reading is also often referred to as skim-reading or scanning.  Once you have identified a relevant piece of text, like a chapter in a book, you should scan the first few sentences of each paragraph to gain an overall impression of subject areas it covers.  Scan-reading essentially means that you know what you are looking for, you identify the chapters or sections most relevant to you and ignore the rest.

When you speed-read you are not aiming to gain a full understanding of the arguments or topics raised in the text.  It is simply a way of determining what the text is about. 

When you find a relevant or interesting section you will need to slow your reading speed dramatically, allowing you to gain a more in-depth understanding of the arguments raised.  Even when you slow your reading down it may well be necessary to read passages several times to gain a full understanding.

See also: Speed-Reading for Professionals .

Following SQ3R

SQ3R is a well-known strategy for reading. SQ3R can be applied to a whole range of reading purposes as it is flexible and takes into account the need to change reading speeds.

SQ3R is an acronym and stands for:

This relates to speed-reading, scanning and skimming the text.  At this initial stage you will be attempting to gain the general gist of the material in question.

It is important that, before you begin to read, you have a question or set of questions that will guide you - why am I reading this?  When you have a purpose to your reading you want to learn and retain certain information.  Having questions changes reading from a passive to an active pursuit.  Examples of possible questions include:

• What do I already know about this subject?
• How does this chapter relate to the assignment question?
• How can I relate what I read to my own experiences?

Now you will be ready for the main activity of reading.  This involves careful consideration of the meaning of what the author is trying to convey and involves being critical as well as active.

Regardless of how interesting an article or chapter is, unless you make a concerted effort to recall what you have just read, you will forget a lot of the important points.  Recalling from time to time allows you to focus upon the main points – which in turn aids concentration. Recalling gives you the chance to think about and assimilate what you have just read, keeping you active.  A significant element in being active is to write down, in your own words, the key points. 

The final step is to review the material that you have recalled in your notes.  Did you understand the main principles of the argument?  Did you identify all the main points?  Are there any gaps?   Do not take for granted that you have recalled everything you need correctly – review the text again to make sure and clarify.

Continue to: Effective Reading Critical Thinking

See also: Critical Analysis Writing a Dissertation Critical Thinking and Fake News

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Chapter 5 Study Skills

5.2 Critical Reading Skills

Learning to read critically is an  important part of  developing good study habits, and ultimately strong reading skills will enhance almost every area of your life.

Most students entering college have not yet dealt with the level of difficulty involved in reading–and comprehending–scholarly textbooks and articles. The challenge may even surprise some who have pretty good reading and comprehension skills so far. Other students for whom reading has mostly consisted of social media, texts, forum chat rooms, and emails, find they are intimidated by the sheer amount of reading there is in college classes.

What is Reading Comprehension?

Reading comprehension is defined as the level of understanding of a message. In other words, how well do you understand what you read? This understanding comes from the interaction between the words that are written and how they trigger knowledge outside the written message. Comprehension is a “creative, multi-faceted process” dependent upon four language skills: phonology, syntax, semantics, and pragmatics. Proficient reading depends on the ability to recognize words quickly and effortlessly. It is also determined by an individual’s cognitive development, which is “the construction of thought processes”. Reading comprehension involves both the ability to decode (figure out) words (i.e. know what the words are) and also the ability to make meaning of the words strung together (comprehension) Some people learn through education or instruction and others through direct experiences.

There are specific traits that determine how successfully an individual will comprehend text, including prior knowledge about the subject, well-developed language, and the ability to make inferences. Having the skill to monitor comprehension is a factor: “Why is this important?” and “Do I need to read the entire text?” are examples. Another trait is the ability to be self-correcting, which allows for solutions to comprehension challenges.

Reading comprehension and vocabulary are inextricably linked. The ability to decode or identify and pronounce words is self-evidently important, but knowing what the words mean has a major and direct effect on knowing what any specific passage means. Students with a smaller vocabulary than other students comprehend less of what they read, and it has been suggested that the most impactful way to improve comprehension is to improve vocabulary.

Most words are learned gradually through a wide variety of environments: television, books, and conversations. Some words are more complex and difficult to learn, such as homonyms, words that have multiple meanings and those with figurative meanings, like idioms, similes, and metaphors.

Reciprocal Teaching

Reciprocal teaching requires students to predict, summarize, clarify, and ask questions for sections of a text. The use of strategies like summarizing after each paragraph have come to be seen as effective strategies for building students’ comprehension. The idea is that students will develop stronger reading comprehension skills on their own if the teacher gives them explicit mental tools for unpacking text.

Instructional Conversations

“Instructional conversations”, or comprehension through discussion, creates higher-level thinking opportunities for students by promoting critical and aesthetic thinking about the text. There are several types of questions to focus on: remembering; testing understanding; application or solving; synthesis or creating; and evaluation and judging. It is helpful to use these types of questions through “think-alouds” before, during, and after reading a text. When a student can relate a passage to an experience, another book, or other facts about the world, they are “making a connection”. Making connections helps students understand the author’s purpose in a fiction or non-fiction story.

Text Factors

There are factors that, once discerned, make it easier for the reader to understand the written text. One is the genre, like folktales, historical fiction, biographies or poetry. Each genre has its own characteristics for text structure that, once understood, help the reader comprehend it. A story is composed of a plot, characters, setting, point of view, and theme. Informational books provide real world knowledge for students and have unique features such as: headings, maps, vocabulary, and an index. Poems are written in different forms and the most commonly used are: rhymed verse, haiku, free verse, and narratives. Poetry uses devices such as: alliteration, repetition, rhyme, metaphors, and similes. Students who are familiar with genres, organizational patterns, and text features in books they read are better able to create those text factors in their own writing.

The SQ3R Strategy

The SQ3R method has been a popular method of reading to learn. Textbooks require different reading methods than you might use for a novel, magazine, or website. When you approach a textbook, you are using it as a tool to learn the material that you need to know for your course. To achieve your aims, you will want to read with a purpose. One method for reading purposefully is called SQ3R. The acronym SQ3R reminds you of the elements of this reading method – Survey, Question, Read, Recite, Review – that will help you become a more effective reader.

Before diving in to read the chapter – look over some of the key aspects.

• Survey the title: Think about what you may already know about that topic.
• Survey the introduction: It gives you an idea about how the chapter is organized, and what you will be learning.  If your chapter includes a list of Learning Objectives, you will want to pay particular attention to these. The Learning Objectives outline the key content you will want to master as a result of your reading.
• Survey anything in bold: Subtitles are labels. Other bolded items may be definitions that you will need to know.
• Survey the pictures, charts and graphs: Glance at these to pick out things that seem interesting or informative.
• Survey the summary at the end: This will review and give you the key points in the chapter.
• Survey the questions at the end of the chapter: These will help focus your attention on the main points.
• Survey your course syllabus/course presentation and see what topics the instructor is focusing on.

When you have completed your survey, you will begin reading, focusing especially on items that you identified as important when you survey. Think of questions you would like to see answered in the chapter. Think of the 5 Ws and H questions. Think of  “Who, What, Where, When, Why, and How” questions for each subtitle or definition (you can do this as you progress through the reading).  These questions will become the headings in your notes.

Read the chapter. Read to answer the questions you have created.  Reread captions under pictures, graphs, and visuals. Note all underlined, italicized, and bolded words or phrases. Stop and reread parts that aren’t clear. Once you have found the key information needed, move to the next step.

Recite the answer to your question out loud. Do this as if you are explaining to a study partner. Better yet, actually explain it to a study partner, family member, or friend who is interested in supporting you. Explaining it to someone else helps you understand it better yourself.

• After reciting, write this information down.
• Repeat this step for each question that you created.

Stand back and look at the chapter as a whole.

• How do the ideas and facts you learned from each subsection fit together?
• Review your notes to be sure they make sense to you.

Exercise: The SQ3R Reading Method

Open your textbook to the chapter you are reading and complete the steps below.  Download this SQ3R printable worksheet [PDF] for a template to guide you as you read and take notes.

SURVEY: After surveying the chapter, what do you think it will be about?

QUESTION: Turn the first subtitle into a question.

READ: The section to answer the question.

RECITE: Answer the question in your words. (Repeat for the rest of the chapter.)

REVIEW: After reading the chapter, what new things did you learn?

KWL Reading Strategy

KWL is a method that can guide you in reading and understanding a text. You can do it working alone, but discussions definitely help. It is composed of only three stages which can be reflected on a worksheet of three columns with the three letters:

K stands for Know

Think first about what you already know about the topic before reading and jot it down in the first column, marked K. Discuss with others if possible.

W stands for Want to know

In the W column list the things you want to learn about the topic. Record questions, thinking of the 5 Ws and H questions. These questions will help you focus your attention during reading.

L stands for Learned

The final stage is to answer your questions, as well as to list what new information you have learned. You can do this either while reading or after you have finished.

Exercise: KWL Reading Method

Try using the KWL method on a simple task that you would like to know more about. For example, how to make a great cup of coffee, how to make a delicious margarita, information about a medical issue someone you know has been diagnosed with, tips for painting a bedroom… anything you like.

The Reading Apprenticeship (RA) Approach to Comprehension

A method called Reading Apprenticeship is based on the premise that people who have become expert readers can assist learners by modeling what they have learned to do. The idea is that a more proficient reader is present to support the beginner, engaging the beginner in the activity and calling attention to often overlooked or hidden strategies.

This strategy takes a metacognitive approach to comprehension, utilizing various strategies readers may already know they know how to do, then adding more. For example, most readers have learned to make predictions, ask questions concerning meanings (“I wonder about…”), visualize a scene being described, associate the material being read to some other material, and, at the end, summarize the material. By reading together, the more experienced reader walks the beginner through the process by leading them through similar processes.

Now review and affirm important comprehension skills you already possess and complete the exercise below.

Exercise: Reading Apprenticeship Approach

Go back through the excerpt above on reading comprehension and this time, write marginal notes where you used any of the comprehension tools listed below:

• Predicting – guessing what the author would write next.
• Asking questions of the material such as, “I wonder about,” “Could this mean?”
• Visualizing – trying to picture it in your mind.
• Connecting this material to something else you have learned – “It’s like…”
• Noting where you think you might need to read something over again for comprehension. This is important! It’s not a weakness to read things over several times to understand them!
• Summarizing – excellent for testing to see if you really understood the main point of the reading.

Key Takeaways

• Being able to read a section of writing doesn’t necessarily mean you understand it well.
• There are key strategies to increase reading comprehension.
• Practices such as discussion, reciprocal teaching, questioning, and summarizing help to increase understanding.
• Taking into account text factors such as genres, literary features, organizational patterns, and text features such as headings, maps, charts, and indexes – all aid comprehension.
• The SQ3R reading method uses survey, question, read, recite, and review as a structure to deepen understanding.
• The KWL reading method uses 3 stages: what you know, what you want to know, and what you learned.
• The Reading Apprenticeship approach uses a mentorship model where a strong reader helps a weaker reader gain useful reading strategies.
• Try some of these reading approaches and see if one works well for you. These strategies help to engage you and make you active in the reading process rather than just be a passive receiver of information. This helps you to remember and understand.

Text Attributions

• The  first paragraph and text under “What is Reading Comprehension” has been adapted from “ Comprehending College Level Reading by Using the Reading Apprenticeship Approach ” in Blueprint for Success in College and Career by Phyllis Nissila. Adapted by Mary Shier. CC BY .
• Text under the “The SQ3R Strategy” heading was adapted from “ Read with a Purpose: The SQ3R Strategy ” in University 101: Study, Strategize and Succeed by Kwantlen Polytechnic University. Adapted by Mary Shier. CC BY-SA .

Media Attributions

• Books © Hermann Traube (Pixabay) is licensed under a Public Domain license
• SQ3R Strategy © Rawia Inaim is licensed under a CC BY-SA (Attribution ShareAlike) license

5.2 Critical Reading Skills Copyright © 2020 by Mary Shier is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.

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How to Encourage Critical Thinking Skills While Reading: Effective Strategies

Encouraging critical thinking skills while reading is essential to children’s cognitive development. Critical thinking enables them to engage deeply with a topic or a book, fostering a better understanding of the material. It is a skill that does not develop overnight but can be nurtured through various strategies and experiences.

One effective way to cultivate critical thinking in children is by sharing quality books with them and participating in discussions that facilitate an exchange of ideas and opinions. Through these conversations, children can draw on their existing knowledge, problem-solving abilities, and experiences to expand their understanding of a subject.

Parents and teachers help kids think more deeply about things. They can do this by answering questions that help kids compare different ideas, look at things from different angles, guess what might happen, and develop new solutions.

Importance of Critical Thinking Skills in Reading

Critical thinking helps us understand what we read better. It helps us ask questions and think more deeply about the text. Critical thinking skills can help us analyze, evaluate, and understand what we read.

By incorporating critical thinking, readers can differentiate between facts and opinions, forming their views based on logical reasoning and evidence. This ability is particularly crucial in today’s information abundance, where readers are often exposed to biased or unreliable content. According to Critical Thinking Secrets , using critical thinking in reading allows learners to exercise their judgment in assessing the credibility of the information.

Furthermore, critical thinking promotes creativity and problem-solving skills. Practicing critical thinking allows learners to devise new and innovative ideas to address various challenges. This skill improves academic performance and prepares young minds for future professional endeavors.

Engaging with quality books and participating in thought-provoking discussions can nurture critical thinking abilities in children. Reading Rockets emphasizes the importance of exposing children to texts that challenge their thinking and encourage them to ask questions, fostering the development of critical thinking skills over time.

Teachers also play a significant role in promoting critical thinking in the classroom. Employing various instructional strategies, such as problem-based learning, asking open-ended questions, and providing opportunities for group discussions, can help students cultivate critical thinking habits.

Developing a Reading Environment That Fosters Critical Thinking

Creating a reading environment that promotes critical thinking enables students to engage with texts more deeply and develop essential analytical skills. The following sub-sections outline strategies for choosing thought-provoking materials and encouraging open discussions.

Choosing Thought-Provoking Materials

Selecting suitable reading materials is critical to stimulating critical thinking among students. Teachers should look for texts that:

• Are relevant and relatable to students’ lives and interests
• Present various perspectives and diverse characters
• Pose challenging questions and open-ended problems

By incorporating such texts into the classroom, students can be exposed to new ideas and viewpoints, promoting critical thinking and engagement with the material. For instance, in Eight Instructional Strategies for Promoting Critical Thinking , teachers are advised to choose compelling topics and maintain relevance to foster critical thinking

Encouraging Open Discussions

Fostering an environment where open discussions occur is essential to promoting critical thinking skills while reading. Teachers should:

• Create a culture of inquiry by posing open-ended questions and encouraging students to form opinions and debates
• Facilitate discussions by asking students to explain their thinking processes and share their interpretations of the text
• Respect all opinions and viewpoints, emphasizing that the goal is to learn from each other rather than reach a “correct” answer

Students who feel comfortable participating in discussions are more likely to develop critical thinking skills. The Reading Rockets emphasizes the importance of reading together and engaging in conversations to nurture critical thinking in children.

Active Reading Strategies

Active reading is an essential skill for encouraging critical thinking skills while reading. This involves consciously engaging with the material and connecting with what you know or have read before. This section discusses key strategies that can help you become an active reader.

Annotating and Note-Taking

Annotating the text and taking notes as you read allows you to engage with the material on a deeper level. This process of actively engaging with the text helps you to analyze and retain information more effectively. As you read, it is important to make marginal notes or comments to highlight key points and draw connections between different sections of the material.

Asking Questions While Reading

One important aspect of critical reading is questioning the material. This means not taking everything you read at face value and considering the author’s interpretation and opinion . As you read, develop the habit of asking questions throughout the process, such as:

• What is the author’s main argument?
• What evidence supports this argument?
• How is the information presented in a logical manner?
• What are the possible opposing viewpoints?

By asking questions, you can better understand the author’s viewpoint and the evidence presented, which helps to develop your critical thinking skills.

Summarizing and Paraphrasing

Summarizing and paraphrasing are essential skills for critical reading. Summarizing the material allows you to condense key points and process the information more easily. Paraphrasing, or rephrasing the ideas in your own words, not only helps you better understand the material, but also ensures that you’re accurately interpreting the author’s ideas.

Both summarizing and paraphrasing can enhance your critical thinking skills by compelling you to analyze the text and identify the main ideas and supporting evidence. This way, you can make informed judgments about the content, making your reading more purposeful and engaging.

Developing critical thinking skills while reading literature involves a comprehensive understanding of various literary devices. This section highlights three primary aspects of literary analysis: Recognizing Themes and Patterns, Analyzing Characters and Their Motivations, and Evaluating the Author’s Intent and Perspective.

Recognizing Themes and Patterns

One way to foster critical thinking is through recognizing themes and patterns in the text. Encourage students to identify recurring themes, symbols, and motifs as they read. Additionally, examining the relationships between different elements in the story can help create connections and analyze the overall meaning.

For example, in a story about the struggles of growing up, students might notice patterns in the protagonist’s journey, such as recurring conflicts or milestones. By contemplating these patterns, learners can engage in deeper analysis and interpretation of the text.

Analyzing Characters and Their Motivations

Character analysis is an essential aspect of literary analysis, as understanding characters’ motivations can lead to a thorough comprehension of the narrative. Encourage students to analyze the motives behind each character’s actions, focusing on the factors that drive their decisions.

For instance, in a novel where two characters have differing goals, have students consider why these goals differ and how the characters’ motivations impact the story’s outcome. This exploration can lead to thought-provoking discussions about human behavior, facilitating the development of critical thinking skills.

Evaluating the Author’s Intent and Perspective

Critical thinking is essential to evaluating the author’s intent and perspective. This process involves deciphering the underlying message or purpose of the text and analyzing how the author’s experiences or beliefs may have influenced their writing.

One strategy for accomplishing this is to examine the historical or cultural context in which the work was written. By considering the author’s background, students can better understand the ideas or arguments presented in the text.

For example, if reading a novel set during a significant historical period, like the Civil Rights Movement, understanding the author’s experience can help students analyze narrative elements, enhancing their critical thinking abilities.

Methods to Encourage Critical Thinking Beyond Reading

While reading is essential to developing critical thinking skills, it can be further enhanced by incorporating certain activities in daily routines that promote critical thinking.

Debates and Group Discussions

Debates and group discussions are excellent methods for encouraging critical thinking. By participating in debates or discussions, learners exchange diverse ideas, challenge each other’s reasoning, and evaluate the strength of their arguments. These activities require participants to think and respond quickly, synthesize information, and analyze multiple perspectives.

Teachers and parents can facilitate debates and group discussions by selecting topics that are relevant and related to the subject matter. Promoting respectful dialogue and modeling effective listening skills are also important aspects of setting up successful debates or discussions.

Exploring Other Media Formats

In addition to reading, exploring other media formats like documentaries, podcasts, and videos can help stimulate critical thinking in learners. Different mediums present information in unique ways, providing learners with various perspectives and fostering a more comprehensive understanding of the topic.

Using diverse media formats, individuals can compare and contrast information, question what they know, and further develop their analytical skills. It is essential that educators and parents encourage learners to explore these formats critically, assessing the credibility of the sources and ensuring accuracy in the information consumed.

Assessing Progress and Providing Feedback

Developing critical thinking skills while reading requires continuous assessment and feedback. Monitoring students’ progress in this area and providing constructive feedback can help ensure development and success.

Setting Measurable Goals

Establishing clear, measurable goals for critical thinking is vital for both students and educators. These goals should be specific, achievable, and time-bound. To effectively assess progress, consider using a variety of assessments, such as:

• Classroom discussions
• Reflective writing assignments
• Group projects
• Individual presentations

These different assessment methods can help determine if students are reaching their critical thinking goals and guide educators in adjusting their instruction as needed.

Providing Constructive Feedback

Constructive feedback is essential for students to improve their critical thinking skills. When providing feedback, consider the following guidelines:

• Be specific and focused on the critical thinking aspects of students’ work
• Link feedback directly to the established goals and criteria
• Encourage self-assessment and reflection
• Highlight strengths and areas for improvement
• Offer realistic suggestions for improvement

By implementing these strategies, educators can ensure that students receive the necessary support and guidance to develop their critical thinking skills while reading.

• Why The Reading Ranch?
• About the Director
• General Information
• Summer 2022 Schedule
• Pre-6th Grade Schedules
• Pre-K Programs

• Choosing Effective Vocabulary
• How to Fill a Page (When You Have Nothing to Say)
• Resources – Books
• Critical Thinking and Reading Skills
• Key Terms and the Inference Continuum
• Bad Inferences – Fallacies and Biases
• Application: Inferences and History
• An Aside: Strong Inferences vs. Ghosts
• Eight Types of Evidence – Strengths and Weaknesses
• Bad Evidence – Fallacies and Poor Appeals
• Value Conflicts and Key Terms
• Tragic Application of Values
• Common Value Systems
• Fallacies and a Few Fun Techniques
• Donna Hicks’s Essential Elements of Dignity
• Fundamental Needs
• Mapping Classroom Culture – Support and Humiliation
• The Dignity Pledge
• Separation and Segregation
• Stripping Away Resources and Protections
• Violence and Intimidation
• Murder and Elimination
• Toxic Mythologies and Deep Narratives
• Scapegoating and Conspiracy Theories
• Caricature and Stereotypes
• Denial and Willful Ignorance
• Conclusion and FAQs

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• Categories: Engaging with Courses , Strategies for Learning

Reading is one of the most important components of college learning, and yet it’s one we often take for granted. Of course, students who come to Harvard know how to read, but many are unaware that there are different ways to read and that the strategies they use while reading can greatly impact memory and comprehension. Furthermore, students may find themselves encountering kinds of texts they haven’t worked with before, like academic articles and books, archival material, and theoretical texts.  

So how should you approach reading in this new environment? And how do you manage the quantity of reading you’re asked to cover in college? 

Start by asking “Why am I reading this?”

To read effectively, it helps to read with a goal . This means understanding before you begin reading what you need to get out of that reading. Having a goal is useful because it helps you focus on relevant information and know when you’re done reading, whether your eyes have seen every word or not. 

Some sample reading goals:

• To find a paper topic or write a paper; 
• To have a comment for discussion; 
• To supplement ideas from lecture; 
• To understand a particular concept; 
• To memorize material for an exam; 
• To research for an assignment; 
• To enjoy the process (i.e., reading for pleasure!). 

Your goals for reading are often developed in relation to your instructor’s goals in assigning the reading, but sometimes they will diverge. The point is to know what you want to get out of your reading and to make sure you’re approaching the text with that goal in mind. Write down your goal and use it to guide your reading process. 

Next, ask yourself “How should I read this?”  

Not every text you’re assigned in college should be read the same way.  Depending on the type of reading you’re doing and your reading goal, you may find that different reading strategies are most supportive of your learning. Do you need to understand the main idea of your text? Or do you need to pay special attention to its language? Is there data you need to extract? Or are you reading to develop your own unique ideas?  

The key is to choose a reading strategy that will help you achieve your reading goal. Factors to consider might be: 

• The timing of your reading (e.g., before vs. after class) 
• What type of text you are reading (e.g., an academic article vs. a novel) 
• How dense or unfamiliar a text is 
• How extensively you will be using the text 
• What type of critical thinking (if any) you are expected to bring to the reading 

Based on your consideration of these factors, you may decide to skim the text or focus your attention on a particular portion of it. You also might choose to find resources that can assist you in understanding the text if it is particularly dense or unfamiliar. For textbooks, you might even use a reading strategy like SQ3R .

Finally, ask yourself “How long will I give this reading?”  

Often, we decide how long we will read a text by estimating our reading speed and calculating an appropriate length of time based on it. But this can lead to long stretches of engaging ineffectually with texts and losing sight of our reading goals. These calculations can also be quite inaccurate, since our reading speed is often determined by the density and familiarity of texts, which varies across assignments. 

For each text you are reading, ask yourself “based on my reading goal, how long does this reading deserve ?” Sometimes, your answer will be “This is a super important reading. So, it takes as long as it takes.” In that case, create a time estimate using your best guess for your reading speed. Add some extra time to your estimate as a buffer in case your calculation is a little off. You won’t be sad to finish your reading early, but you’ll struggle if you haven’t given yourself enough time. 

For other readings, once we ask how long the text deserves, we will realize based on our other academic commitments and a text’s importance in the course that we can only afford to give a certain amount of time to it. In that case, you want to create a time limit for your reading. Try to come up with a time limit that is appropriate for your reading goal. For instance, let’s say I am working with an academic article. I need to discuss it in class, but I can only afford to give it thirty minutes of time because we’re reading several articles for that class. In this case, I will set an alarm for thirty minutes and spend that time understanding the thesis/hypothesis and looking through the research to look for something I’d like to discuss in class. In this case, I might not read every word of the article, but I will spend my time focusing on the most important parts of the text based on how I need to use it. 

If you need additional guidance or support, reach out to the course instructor and the ARC.  

If you find yourself struggling through the readings for a course, you can ask the course instructor for guidance. Some ways to ask for help are: “How would you recommend I go about approaching the reading for this course?” or “Is there a way for me to check whether I am getting what I should be out of the readings?” 

If you are looking for more tips on how to read effectively and efficiently, book an appointment with an academic coach at the ARC to discuss your specific assignments and how you can best approach them! 

SQ3R is a form of reading and note taking that is especially suited to working with textbooks and empirical research articles in the sciences and social sciences. It is designed to facilitate your reading process by drawing your attention to the material you don’t know, while building on the pre-existing knowledge you already have. It’s a great first step in any general study plan. Here are the basic components:

When using SQ3R, you don’t start by reading, but by “surveying” the text as a whole. What does that mean? Surveying involves looking at all the components of the text—like its subheadings, figures, review questions, etc.—to get a general sense of what the text is trying to achieve. 

The next step of SQ3R still doesn’t involve reading! Now your job is to create questions around the material you noted in your survey. Make note of the things you already seem to understand even without reading, and then write out questions about the material that seems new or that you don’t fully understand. This list of questions will help guide your reading, allowing you to focus on what you need to learn about the topic. The goal is to be able to answer these questions by the end of your reading (and to use them for active study as well!). 

Now that you’ve surveyed and questioned your text, it’s finally time to read! Read with an eye toward answering your questions, and highlight or make marginal notes to yourself to draw your attention to important parts of the text. 

If you’ve read your text with an eye to your questions, you will now want to practice answering them out loud. You can also take notes on your answers. This will help you know what to focus on as you review. 

As you study, look back at your questions. You might find it helpful to move those questions off the physical text. For example, when you put questions on flashcards, you make it hard to rely on memory cues embedded on the page and, thus, push yourself to depend on your own memory for the answer. (Of course, drawing from your memory is what you’ll need to do for the test!) 

Seeing Textbooks in a New Light

Textbooks can be a fantastic supportive resource for your learning. They supplement the learning you’ll do in the classroom and can provide critical context for the material you cover there. In some courses, the textbook may even have been written by the professor to work in harmony with lectures.  

There are a variety of ways in which professors use textbooks, so you need to assess critically how and when to read the textbook in each course you take.  

Textbooks can provide: 

• A fresh voice through which to absorb material. For challenging concepts, they can offer new language and details that might fill in gaps in your understanding. 
• The chance to “preview” lecture material, priming your mind for the big ideas you’ll be exposed to in class. 
• The chance to review material, making sense of the finer points after class. 
• A resource that is accessible any time, whether it’s while you are studying for an exam, writing a paper, or completing a homework assignment.

Textbook reading is similar to and different from other kinds of reading . Some things to keep in mind as you experiment with its use: 

The answer is “both” and “it depends.” In general, reading or at least previewing the assigned textbook material before lecture will help you pay attention in class and pull out the more important information from lecture, which also tends to make note-taking easier. If you read the textbook before class, then a quick review after lecture is useful for solidifying the information in memory, filling in details that you missed, and addressing gaps in your understanding. In addition, reading before and/or after class also depends on the material, your experience level with it, and the style of the text. It’s a good idea to experiment with when works best for you!

 Just like other kinds of course reading, it is still important to read with a goal . Focus your reading goals on the particular section of the textbook that you are reading: Why is it important to the course I’m taking? What are the big takeaways? Also take note of any questions you may have that are still unresolved.

Reading linearly (left to right and top to bottom) does not always make the most sense. Try to gain a sense of the big ideas within the reading before you start: Survey for structure, ask Questions, and then Read – go back to flesh out the finer points within the most important and detail-rich sections.

Summarizing pushes you to identify the main points of the reading and articulate them succinctly in your own words, making it more likely that you will be able to retrieve this information later. To further strengthen your retrieval abilities, quiz yourself when you are done reading and summarizing. Quizzing yourself allows what you’ve read to enter your memory with more lasting potential, so you’ll be able to recall the information for exams or papers. 

Marking Text

Marking text, which often involves making marginal notes, helps with reading comprehension by keeping you focused. It also helps you find important information when reviewing for an exam or preparing to write an essay. The next time you’re reading, write notes in the margins as you go or, if you prefer, make notes on a separate document. 

Your marginal notes will vary depending on the type of reading. Some possible areas of focus: 

• What themes do you see in the reading that relate to class discussions? 
• What themes do you see in the reading that you have seen in other readings? 
• What questions does the reading raise in your mind? 
• What does the reading make you want to research more? 
• Where do you see contradictions within the reading or in relation to other readings for the course? 
• Can you connect themes or events to your own experiences? 

Your notes don’t have to be long. You can just write two or three words to jog your memory. For example, if you notice that a book has a theme relating to friendship, you can just write, “pp. 52-53 Theme: Friendship.” If you need to remind yourself of the details later in the semester, you can re-read that part of the text more closely.

Reading Workshops

If you are looking for help with developing best practices and using strategies for some of the tips listed above, come to an ARC workshop on reading!

Best Reading Comprehension Strategies for Middle School Students

Does your child often struggle with reading comprehension in school?

This can affect their grades, as well as their self-esteem. If your child is finding it hard to absorb the contents of their texts in class, they may need a few extra reading tactics.

These can help them digest materials and enjoy reading more. When they enjoy reading more, they’ll naturally improve their reading comprehension.

To find out which reading comprehension strategies for middle school can help your child, keep reading.

Active Reading

Active reading means becoming an engaged participant in the reading process rather than a passive observer. Encourage middle school readers to interact with the text actively.

Encourage them to underline key points, highlight important sentences, and jot down notes or questions in the margins. This process helps students not only keep information but also better comprehend the material.

When students actively engage with a text, it’s as if they’re having a conversation with the author. This interaction leads to a deeper understanding of the content. This fosters a more thoughtful and critical approach to reading.

Previewing the Text

Before delving into a text, students should preview it by examining the title, subheadings, and any bold or italicized words. This initial scan gives them an idea of what the text is all about. It’s like getting a sneak peek before watching a movie – it helps them prepare mentally and activate their prior knowledge.

As your middle school student previews the text, encourage them to think about what they already know related to the topic. This helps them make connections and gives them a head start in understanding the new material. Think of it as setting the stage for the main performance, making the reading experience smoother and more enjoyable.

Asking Questions

Asking questions while reading is a powerful strategy for enhancing comprehension. Teach them to inquire about the who, what, when, where, why, and how aspects of the text. These questions help guide their thinking and promote critical examination of the material.

When your child asks questions while reading, they’re actively seeking answers and engaging with the text. These queries can be as simple as “Who is the main character?” or “Why did the author say that?” By doing so, they’re actively exploring the content, leading to a deeper understanding.

Vocabulary Building

A strong vocabulary is essential for comprehension. Encourage students to keep a vocabulary journal where they record unfamiliar words and their meanings. This not only enhances their understanding of the current text but also builds a valuable skill for future reading.

Think of vocabulary as the building blocks of comprehension. When your middle schooler encounters a new word, it’s like discovering a new tool in their toolbox. This tool helps them unlock the meaning of the text and expands their ability to understand and communicate effectively.

Summarizing

After reading a section or a chapter, encourage students to summarize what they’ve read in their own words. This forces them to process the information and identify the main ideas and supporting details.

Summarizing helps your middle schooler distill the essential points from the text. It’s like making a condensed version of a long movie into a trailer.

This skill is particularly valuable when studying. It allows students to review the material more efficiently and understand it more thoroughly.

Visualizing

Visualization is a powerful tool for comprehension. Encourage students to create mental images of the scenes or concepts described in the reading. This can make the material more relatable and memorable.

When your middle school student visualizes what they’re reading, it’s like creating a movie in their mind. These mental images bring the text to life and help them connect with the content on a deeper level.

For instance, if they’re reading about a character in a story, they can imagine what that character looks like, where they live, and what they do. This visualization aids in understanding and retention.

Making Connections

Help students make connections between the text and their own experiences, other texts they’ve read, or current events. This enhances comprehension by providing reading context and relevance to the material.

Encourage your middle schooler to think about how the content relates to their own life. This could be as simple as connecting a character’s feelings to their own experiences. Making these connections brings the reading to life and makes it more meaningful.

Encourage students to predict what will happen next in a story or what the author’s main argument will be in an informational text. This keeps them engaged and encourages them to anticipate the direction of the text.

Predicting is like trying to guess the plot of a movie based on the first few scenes. When they do, they become active participants in the narrative. It’s not just about reading words; it’s about making educated guesses and being engaged in the storyline or the author’s argument.

Inferencing

Inferencing is the art of drawing conclusions based on evidence in the text. Middle school students should be taught to identify clues. They can use them to make educated guesses about character motivations, plot developments, or the author’s purpose.

When your child makes inferences while reading, they’re like detectives piecing together a puzzle. They gather clues from the text and use their reasoning skills to make sense of the information.

This not only improves comprehension but also sharpens critical thinking abilities. Reading tutoring can provide extra practice in making inferences, helping students become more adept at this skill. 

Critical Reading

Teach middle school students to read critically. This means analyzing the author’s tone, biases, and the credibility of the information presented. Critical reading promotes a deeper understanding of the text and encourages students to question what they read.

They’re not just accepting everything at face value. They’re evaluating the information and considering the source. This skill empowers them to be effective readers who can separate fact from opinion and identify potential biases.

Effective Reading Comprehension Strategies for Middle School Students

Reading comprehension strategies for middle school can help them excel. By using the strategies discussed, students can become more confident and independent readers.

So, let’s encourage our young learners to practice these strategies and watch them thrive in their reading abilities. Try incorporating these strategies in your classroom today! Please take a look at our blog for more educational articles.

Please take a look at our blog for more educational articles.

This article is published by NYTech in collaboration with Syndication Cloud.

5 Ways to Stop the Summer Slide and Help Kids Keep Learning

Summer break is a time for kids to relax and have fun, but it can also lead to learning loss known as the “summer slide.”

Studies show that students, especially those from low-income families, experience a decline in academic skills. In fact, these kids lose an average of two months in reading achievement over the summer, causing them to fall almost three grade levels behind their peers by the time they reach fifth grade. To add to this, math and reading scores are at historic lows due to disrupted learning during the pandemic.

To help kids keep learning and foster their academic success when school is out, Boys & Girls Clubs of America has developed effective programs to prevent summer learning loss and bridge the achievement gap. This includes a national partnership with Panda Cares, the philanthropic arm of Panda Express, in support of Project Learn , an evidence-based approach to youth-centered learning at Boys & Girls Clubs. Panda Cares also creates Centers of Hope at Clubs — safe and inclusive spaces that encourage learning, interaction and personal development.

Here are five ways parents and caregivers can support learning while schools are out for summer.

Make Reading a Priority

Reading is a powerful tool that nurtures imagination, enhances vocabulary and boosts comprehension skills. By encouraging children to read during the break, kids can stave off summer learning loss and keep their minds sharp. Reading exposes them to new ideas, different perspectives and diverse cultures.

Help kids make reading a priority by being a reading role model and establishing a regular reading routine. Make reading a family activity and initiate discussions to deepen their engagement. Parents and caregivers can also create a reading space at home or visit a library for designated reading time.

And remember, audio books count toward reading comprehension and might help get your kid interested in reading — support them in the learning style that works for them.

“By having a fresh space designated for learning on their terms, youth are able to focus on the task at hand, whether it’s a STEM activity, getting their homework done or nestling into a reading nook with a new book. That’s why we’re proud to provide youth-friendly spaces through Centers of Hope at Boys & Girls Clubs.” – Tina Hsing, Director of Panda Cares

Embrace Summer Learning Programs

To beat the summer slide, check out local community centers, libraries and schools for interactive summer learning programs. They make learning fun and exciting as kids explore new subjects.

At Clubs, kids can join programs like Summer Brain Gain that keep them active and engaged during summer break, all while having a great time. With themed activities and a final project to practice working together, it’s a supportive environment that teaches them about teamwork and critical thinking — skills that will prepare them for school and apply later in life.

“Summer Brain Gain was specifically designed to prevent summer learning loss and engage youth ages 6-18 in fun project-based learning with an added emphasis on STEM and literacy to support math and reading skills.” – Chrissy Chen, National Director of Youth Development Programs at Boys & Girls Clubs of America

Embark on Educational Trips and Activities

Learning doesn’t have to be confined to the classroom. Museums, science centers, historical landmarks and zoos offer valuable opportunities for kids to ask questions, actively engage with exhibits and discuss what they learned. The best part is that many of these places offer discounts for students and even free admission days, so groups can explore them without breaking the bank.

At Clubs, kids can connect with nature and explore environmental science through outdoor education and summer learning programs. Activities like gardening, hiking and camping teach kids about ecosystems, sustainability and conservation. They can also participate in community service projects focused on environmental stewardship, nurturing a sense of responsibility and empathy towards the natural world.

Use Technology to Enhance Summer Learning

Make summer learning engaging and interactive by integrating educational technology. Look for websites, apps and online platforms that provide games, quizzes and educational content covering different subjects. Encourage kids to spend some time exploring these resources, selecting ones that align with their interests and grade level. Through programs like the Computer Science Pathway , Club kids can hone their STEAM skills and develop interests that shape their future careers.

Foster Hands-on Learning

Taking part in hands-on activities promotes critical thinking, problem-solving and creativity, all essential to preventing the summer slide. Motivate kids to pursue projects that align with their interests, such as building models, conducting science experiments or doing art and crafts.

Cooking together can also be an opportunity to explore mathematical concepts and improve reading comprehension by following recipes — plus, it’s a fun way to connect with youth! These activities not only enhance academic skills but also cultivate a sense of curiosity and independence.

At Clubs, kids have dedicated spaces stocked with tools, materials and technology that enable kids to engage in DIY (Do-It-Yourself) activities to bring their dreams to life. From models to woodworking and 3D printing, the possibilities are truly limitless.

Whatever you decide to embark on to stop the summer slide, make sure to practice recognition and reflection with the youth in your life. Go beyond a simple “great job!” and provide specific feedback. For example, say, “I can tell you’ve been practicing,” “That’s a creative idea,” or “That question makes me curious to learn more.” Also, encouraging kids to reflect on their experience teaches them to observe, look for significance and consider future exploration.

“Reflection is a way to make almost any experience an opportunity for learning. Prompting youth to reflect on what they’re experiencing makes them more likely to remember it.” – Chrissy Chen, National Director of Youth Development Programs at Boys & Girls Clubs of America

These simple actions will enhance your interactions and make this summer a meaningful learning experience for kids and teens.

Give More Kids Summer Learning Opportunities

Boys & Girls Clubs provide affordable, safe and inclusive places for today’s youth to learn, explore interests and develop essential skills. Your support gives Club kids and teens the hands-on experiences, technical supplies and dedicated mentorship they need to tackle the upcoming school year with confidence, setting them on a path toward success.

Panda Express, through Panda Cares, supports academic success programming at Boys & Girls Clubs nationwide, empowering the next generation to excel in school, build their character, and develop leadership skills for a great future. By working together to provide high-quality, personalized learning experiences, Panda Cares, and Boys & Girls Clubs help youth reach their full academic potential and cultivate a love for learning.

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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.

Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.

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Critical Thinking Crisis Plagues Legal Profession’s Entry Level

Law firm partners frequently tell me they are worried that associates fresh out of law school aren’t approaching legal problems with the type of analytical thinking successful lawyering requires. Is this lack of critical thinking skills a generational problem specific to Gen Z lawyers, or does the issue go back further?

Some may argue that the influence of social media created a generation of lawyers who lack critical thinking skills, while others may blame the rise of standardized testing, or even the disruption of the pandemic. I would argue it doesn’t matter.

The need for robust critical thinking skills among newer law firm attorneys today has become absolutely indispensable.

Thanks to the digital age and the proliferation of artificial intelligence, lawyers have an unprecedented wealth of information at their fingertips. Are these new lawyers being adequately trained to analyze and assess the information before them? The answer is most likely a resounding no. This instant access to information makes critical skills training for our newest attorneys even more urgent.

Critical Thinking Deficits

I have seen firsthand numerous examples of this skills gap.

Associates drafting a contract using a sample precedent agreement routinely leave provisions from the precedent that don’t belong in the new contract. New litigators draft motions that include arguments relevant to a sample motion form that are inapplicable to the current motion—then fail to include other key arguments because they’re too wedded to the sample.

Associates will often cite cases to support an argument but fail to explain exactly why the case is applicable. They expect the reader—usually a court—to make the connection themselves, in essence telling the court their client should win “because this case.” Or, associates start to mark up a document without first thinking through how much time and resources the client wants to spend, whether they even have the leverage to negotiate the positions, or the most practical approach for the size and scope of the matter.

What is the common denominator here? It’s a failure to ask “why.” Why was the provision in the precedent agreement and should it be in the agreement being drafted? Why was a certain argument made in the sample motion and does it even apply to the current case? Why did the court rule a certain way in the cited case, what facts did it rely on to reach that ruling, and how does any of this relate to the case at hand? And, finally, why am I spending time marking up an agreement without first talking to the partner about the client’s goals and resources?

In my experience working with law students and junior attorneys—as an adjunct professor and supervising attorney—this failure to ask “why” is one of the most significant stumbling blocks for an associate seeking to develop as an attorney.

Learning to Ask Why

In today’s legal landscape, the lack of critical thinking skills is an even more significant problem with more serious consequences. With widespread availability of information and AI tools at the hands of associates, the ability to ask “why” is even more urgent.

Every associate should ask themselves whether the information they just obtained through a search platform, whether AI focused or otherwise, is to be trusted. What’s the source? Is it complete? Is it accurate? Is it up-to-date? Is it sufficiently nuanced to relate to the case at hand or does it just sound like it applies?

If we assume law schools aren’t adequately training emerging lawyers to develop these critical thinking skills, what can be done once these graduates are first-or-second year associates in a firm?

It can be difficult for partners to balance training time with their workloads. This can in turn impact the billable hours of senior team members.

But training new lawyers to ask “why” and giving them opportunities to exercise and strengthen their critical thinking skills is essential. Associates will be practice-ready, bill more efficiently, and reduce the need to write-off their time.

The same partners who bemoan the lack of critical thinking skills should invest in explicit critical thinking training for new associates. In the long run, this will develop productive and successful associates, and improve the ability of our future attorneys to best serve their clients.

This article does not necessarily reflect the opinion of Bloomberg Industry Group, Inc., the publisher of Bloomberg Law and Bloomberg Tax, or its owners.

Author Information

Patricia Libby is executive legal editor at AltaClaro, an experiential attorney training platform, where she oversees all practitioner-created and instructed educational content.

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To contact the editors responsible for this story: Jada Chin at [email protected] ; Jessie Kokrda Kamens at [email protected]

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Explore how Microsoft's partnership with Khan Academy is enhancing the future of education with AI innovation and tools for teachers >

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• Published Oct 9, 2023

Celebrating dyslexic thinkers during Dyslexia Awareness Month

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In education, each student’s distinct perspective and talents are celebrated, including the remarkable group of dyslexic thinkers. Dyslexic thinking encompasses both exceptional cognitive abilities and learning differences that affect reading, writing, spelling, and memory. Dyslexic thinkers often excel in pattern recognition, spatial reasoning, lateral thinking, and interpersonal communication—critical skills highly prized in the 21st-century workplace. Dyslexic thinking is recognized as a unique gift, holding potential for innovation, creativity, and leadership.

October marks Dyslexia Awareness Month, dedicated to honoring these exceptional individuals, representing approximately one in five students . Their unique abilities encompass extraordinary creativity, problem-solving skills, and a talent for thinking holistically—an indispensable asset in today’s ever-changing world. Educators play a vital role in identifying, supporting, and empowering every dyslexic learner.

Dyslexic thinking a valuable skill

We’re excited to share that Microsoft Education has launched a new training on dyslexic thinking on Microsoft Learn, created in partnership with the global charity Made by Dyslexia . This training module aims to help you understand dyslexic thinking, a set of skills highly valued by employers and recognized on LinkedIn profiles. It will provide you with the knowledge and strategies needed to create a truly inclusive classroom where both you and your students can thrive. Explore how Microsoft Education can support you in unlocking the power of dyslexic thinkers in your classroom.

The new course covers:

• Understanding dyslexic thinking skills:  Dive deep into the 7 essential dyslexic thinking skills found in children, unlocking their potential in your classroom.
• Relevance in the workplace: Discover why dyslexic thinking skills have become indispensable in the modern workforce, and how they can benefit your students’ future careers.
• Creating inclusive classrooms: Learn practical techniques and approaches to foster inclusive learning environments where all students, including dyslexic thinkers, can excel.
• The role of technology and AI: Explore the exciting ways technology and AI are revolutionizing dyslexic learning and teaching, giving you the tools to adapt to the digital age.

Supporting dyslexic thinkers in the classroom

Microsoft Education offers a wide range of tools designed to support students with dyslexia, empowering educators to provide flexible learning supports and assessment options. Let’s explore some of the learning tools and Learning Accelerators that can assist dyslexic learners in succeeding in the classroom.

Text-decoding options

Dyslexic thinkers often face challenges in translating their creative ideas into written form due to difficulties with spelling, punctuation, and grammar rules. This struggle can be evident in both the initial writing and editing stages, as they grapple with memory-based learning and applying rules.

Immersive Reader , available across Microsoft tools, supports students’ developing spelling and grammar skills by offering features like word splitting, one-line focus, highlighting parts of speech, and dictation in over 100 languages .

Change how text appears with Text Preferences in Immersive Reader.

LinkedIn has recently incorporated Immersive Reader as a new way to digest content. This new accessibility feature in LinkedIn is particularly useful among members with dyslexia, making it much easier for them to read and enjoy long form articles and content. With just one click, individuals can unlock a series of tools such as the ability to read content aloud, translate content in real-time, and change reading and text preferences on any article or Newsletter published on LinkedIn. LinkedIn Learning will also share a free course on Dyslexic Thinking later this month.

Multi-sensory reading practice

Reading fluency can pose challenges for dyslexic thinkers, as they often struggle with recognizing and working with sounds, letters, and individual words. In some reading programs, fluency is considered a prerequisite for comprehension and is given top priority for mastery. To help dyslexic thinkers, however, it’s essential to place equal emphasis on both comprehension and fluency. One way to do this is to leverage Reading Progress.

Reading Progress supports students’ reading fluency with independent practice, self-assessment, personalized feedback. Educators can use Reading Coach to identify challenging words and provide targeted practice. Both Learning Accelerators are integrated in Microsoft Teams for Education. Using Reading Progress and Reading Coach alongside Immersive Reader allows educators to individualize reading instruction for all learners.

Big picture thinking for math

To help dyslexic thinkers achieve success, harness their language-based strengths and broad thinking abilities. To support their learning, offer chances for students to engage their senses, through writing, hands-on demonstrations, or verbal discussions. Additionally, when it comes to math, these learners excel when they grasp the meaning behind symbols instead of relying on memorization of a function.

Math Assistant in OneNote offers equation reading in multiple languages, step-by-step explanations , various input options, and student-created practice quizzes which can benefit dyslexic learners.

Math Assistant in OneNote offers various tools to help dyslexic thinkers, including equation reading and step-by-step explanations.

Celebrating dyslexic thinking

The world increasingly requires the unique approach of dyslexic thinking—an approach that excels in problem-solving, information assessment, and learning. Research underscores how dyslexic thinkers possess the exact skills in high demand in today’s workplaces. The Value of Dyslexia report points to emerging roles and advanced tasks across industries that align with the inherent strengths of dyslexic thinkers.

Ready to learn more about dyslexic thinking? The Microsoft Learn platform offers training and modules built in partnership with Made by Dyslexia. Check out Dyslexia Awareness , Dyslexia Teaching , Dyslexia and Technology , and Dyslexic Thinking . These modules help educators identify, support, and empower dyslexic learners, while providing strategies and solutions to benefit all students.

Let’s celebrate the incredible potential within dyslexic minds and collaborate to create truly inclusive classrooms where all students can thrive. By doing so, we unlock the extraordinary capabilities of dyslexic thinkers and pave the way for a brighter future for all. Join us in commemorating Dyslexia Awareness Month and commit to fostering an inclusive and supportive learning environment for dyslexic thinkers and all students.

Lastly, Microsoft is proud to sponsor “Lessons In Dyslexic Thinking” the brand new podcast series by Made By Dyslexia. The podcast features conversations with the world’s most inspiring dyslexics where we find out what Dyslexic Thinking is and how each of us can employ it to change the world. Hear powerful stories from spies and sports stars, explorers, and entrepreneurs. Listen to the latest episode with HRH Princess Beatrice on Apple , Spotify, or Amazon, or watch the Lessons In Dyslexic Thinking playlist .       

Want to learn more?

• Watch Dyslexia Doesn’t Have To Mean Difficulty
• Take the available Dyslexia training, in partnership with Made By Dyslexia  
• Download the Quick Guide on Immersive Reader
• Explore Building reading foundational skills: A guide to Reading Progress and Reading Coach in Teams for educators

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More From Forbes

New essential: 92% of leaders expect employees to have design skills.

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Young professional in creative office working on graphic tablet

As the skills required for success are continually shifting, communication and design are getting more attention, as a striking trend shows that 92% of business leaders now expect employees to have design skills based on Canva ’s Visual Economy Report. This expectation extends beyond traditional design roles, encompassing creativity, design thinking, and visual communication as essential competencies across all positions.

The Broadening Scope of Design Skills

Traditionally, design skills were associated with specific graphic and product design roles. Today, the definition has expanded significantly. Design skills now include a range of abilities, such as creative problem-solving, user-centric thinking, and the ability to visualize and communicate ideas effectively. These competencies are valuable across various functions, from marketing and sales to human resources and operations. Design thinking , for instance, is a methodology that involves empathizing with users, defining problems, ideating solutions, prototyping, and testing. It is being used widely to foster innovation and improve business outcomes in a more structured way.

The Rise of Visual Communication

Communicating assertively is one of the most important skills being coached to leaders to help them express their ideas, set clear boundaries, and make decisions confidently. When combined with strong visual communication and design skills, assertiveness becomes even more powerful. Visual communication enhances the clarity and impact of a leader's message, making sure that key points are easily understood and remembered by the audience. This synergy allows assertive leaders to effectively convey their vision, motivate their team, and drive engagement, which is particularly important in today's fast-paced environment where attention spans are shorter and clear, impactful communication is essential.

Attention Spans and Information Overload

Studies show a decreased average human attention span, particularly among younger generations who are constantly bombarded with information. Microsoft’s 2015 study found that the average attention span dropped from 12 seconds in 2000 to 8 seconds in 2015. Besides, particularly Millennials and Gen Z, have grown up with digital technologies. They are digital natives who are accustomed to consuming visual content from platforms like Instagram, TikTok, and YouTube.

Amy Schultz, Global Head of Talent Acquisition at Canva says “The overwhelming amount of content we consume in our personal lives on visual-first platforms like Instagram, YouTube, and TikTok are shaping our communication expectations in the workplace as well. Amid shrinking attention spans, effective communication requires presenting information through compelling visuals like presentations, infographics, and even videos. We all need to be content creators at work, and with that, the demand for design literacy across all roles is surging.”

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Therefore, visual communication is crucial for real-time collaboration, engagement, effective communication, and workflow efficiency.

Canva's Visual Economy Report, based on insights from over 3,700 global business leaders, highlights the importance of visual communication.

• 77% say visual communication tools have increased business performance. From accelerating content creation and team collaboration to stronger audience engagement, visual-first communication helps organizations save time and money.
• 82% of leaders are exploring AI-powered tools as options to accelerate their content production needs and reduce costs.
• 92% expect non-designer employees to possess some design acumen to communicate in their organizations effectively.
• 68% are now training those not in design roles to meet a certain threshold of design competency.

Integrating Design Skills into the Workforce

Companies need to find ways to integrate design skills into the employee experience. Schultz recommends “Team managers to lead by example, ensuring their colleagues have access to the right technology and design resources.”

Below are some actions companies can take:

1. Invest in Training and Development:

Provide employees with training programs that teach design thinking, creativity, and visual communication. Companies should leverage visual aids like infographics, videos, and interactive media in training programs to maintain engagement and improve retention.

2. Foster a Creative Culture:

Encourage a workplace culture that highly values creativity and innovation. Companies are evolving rapidly, and it's crucial for employees to be more autonomous and creative to bridge the gap.

3. Leverage AI Tools:

Utilize AI-powered tools that significantly enhance creativity and productivity. These tools play a key role in generating ideas, streamlining workflows, and improving collaboration.

4. Emphasize Visual Communication:

Integrating visuals in presentations, emails, and reports can help convey complex information quickly and clearly, as visual elements can increase comprehension and recall.

Showcasing your Design Skills

One last thing to mention is how to best showcase your design skills to stand out from other candidates or employees. Amy Schultz recommends to showcase them right on your resume “Given the high volume of applications we receive at Canva, we love seeing candidates’ personalities and creative thinking shine through. We’ve had candidates who sent video resumes, built interactive websites, and even created hype reels that showcase their work or careers. Small quirks and an original approach can go a long way in helping you stand out in a crowded market.”

The expectation for employees to have design skills reflects a fundamental shift in the business landscape. Design and visual communication skills are no longer optional - they are essential for success in today’s competitive environment. By embracing these skills and leveraging AI to enhance creativity and productivity, businesses can foster innovation, improve collaboration, and streamline workflows. As the workplace continues to evolve, the ability to think creatively, be assertive and communicate visually will be crucial in shaping a future that is agile, innovative, and customer-centric.

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