An Investigation into the Potential for Introducing Critical Thinking as a 21st-Century Skill into EFL College-Level Classrooms in Saudi Arabia

Abstract

This study investigates the integration of critical thinking (CT) skills in EFL college-level classrooms within the Technical and Vocational Training Corporation’s technical colleges, shedding light on the challenges faced by Saudi English teachers. Through the interpretive phenomenological paradigm, the research delves into the lived experiences of 10 participants, capturing the complexities and nuances of CT integration through semi- structured interviews as the primary data collection tool. The findings reveal a multifaceted landscape where participants emphasize the significance of targeted professional development and highlight the potential benefits of cultivating CT skills.

This research uncovers the obstacles these educators navigate, encompassing linguistic barriers and time constraints. However, their proposed strategies offer insight into their creative problem-solving abilities. By addressing these challenges head-on, Saudi English teachers establish a dynamic educational environment that empowers students to engage actively and think critically. Their strategies also underscore a pivotal connection between language proficiency and CT, cultivating transformative learning spaces.

In a broader context, the study contributes to the discourse on effective pedagogical practices, equipping educators and institutions with valuable insights for the seamless integration of CT skills. The implications of the study encompass not only enhancing communication and cognitive abilities but also adopting innovative pedagogical approaches, garnering institutional support for policy changes, and preparing students for workforce demands by prioritizing CT. Through these implications, the study contributes to the broader field of language education, offering guidance for future initiatives and advancing the preparation of students for the evolving challenges of the 21st century.