Led by our partners from Roma-TRE University (Italy), our transnational training course on “Guidelines for quality-assurance criteria in critical thinking education” was held in Rome, between the 29th of January 2018 and the 2nd of February 2018.
It was a really enriching experience!
Around 60 participants, higher education teachers and/or trainers, from 9 different European countries: Belgium, Czech Republic, Greece, Italy, Ireland, Lithuania, Portugal, Romania, and Spain, attended the course. Within the scope of the third intellectual output, this course aimed at promoting effective instructional practices on critical thinking education in higher education. The participants had the opportunity to developed specific skills and competences on Instructional Design, Curriculum planning, Teaching methods, and Learning assessment. They re-designed one of their own courses within their domain-specific knowledge, by integrating strategies and practices to foster and evaluate Critical Thinking skills and dispositions. During the next academic semesters, the participants will apply the acquired knowledge within different deployment scenarios. The Rome training course will be also replicated to engage more teachers with CT practices in their courses. From all this work the CRITHINKEDU’ fourth intellectual output will consist in the final proposal of the “European guidelines/recommendations for quality-assurance criteria in critical thinking education”.
Soon, the whole Rome training course will be published in our website.
Congratulations to all the responsible partners, coaches and participants from the 9 countries involved in the course for the great moments of learning and exchange in Rome.
The CRITHINKEDU team
Led by our partners from the University of Santiago de Compostela (Spain), our second intellectual output – “A European review on Critical Thinking educational practices in Higher Education Institutions” – is now available at http://bit.ly/CRITHINKEDUO2.
This report is directed to university teachers, pedagogical support teams and institutional leaders, providing an overall understanding on how European Higher Education Institutions (EHEI) foster Critical Thinking (CT), taking into account both the current educational intervention studies reported in the literature and teachers’ educational practices. Adopting a mixed method research design, 46 papers from the literature were reviewed and 53 interviews with university teachers from 9 European countries were carried out. The analysis comprised both studies and teachers’ interviews from 4 different professional fields, namely Biomedical Sciences, STEM (Sciences, Technology, Engineering and Mathematics), Social Sciences and the Humanities. Resulting in the main outcome and novelty of the current report, from the comparison and identification of the gaps between the first CRITHINKEDU’ intellectual output – “A European collection of the Critical Thinking skills and dispositions needed in different professional fields for the 21st century” – and this review, a preliminary proposal of guidelines for quality in CT education in the European Higher Education Institutions is presented.
We want to thank all the cooperation and effort of the different researchers, organizations and Higher Education Institutions of the 9 European countries involved in the study. We also thank the Steering Committee members of the CRITHINKEDU project, Diane F. Halpern (Claremont McKenna College, USA), Harvey Siegel (University of Miami, USA) and Ronald Barnett (University College London, UK) for their wise and helpful reflections.
The CRITHINKEDU Team
Led by our partners from Modern Didactics Center (Lithuania), our first intellectual output – “A European collection of the Critical Thinking skills and dispositions needed in different professional fields for the 21st century” – is now available at http://bit.ly/CRITHINKEDUO1.
This report provides an overall analysis of the understanding of Critical Thinking (CT) by employers and establishes similarities and differences in its expression, need and practical application at the workplace. Adopting a qualitative research methodology, 32 focus groups were conducted enrolling 189 professionals from 9 European countries. The focus groups comprised graduates from 4 different professional fields, namely Biomedical Sciences, STEM (Sciences, Technology, Engineering and Mathematics), Social Sciences and the Humanities. resulting in the main outcome and novelty of the current report, we present a proposal for a “European Inventory of Critical Thinking skills and dispositions for the 21st century“. This inventory is constituted not only by a list of different CT skills and dispositions categorized upon the applied framework according to its overall interpretation by professionals, but also attending to their specific understanding in the different professional fields, linking them to the tendencies, differences and context-based scenarios which better illustrate their practical application and needs within the fields.
We want to thank all the cooperation and effort of the different researchers, organizations, companies, employers and employees of the 9 European countries involved in the study. We also thank the Steering Committee members of the CRITHINKEDU project, Diane F. Halpern (Claremont McKenna College, USA), Harvey Siegel (University of Miami, USA) and Ronald Barnett (University College London, UK) for their wise and helpful reflections.
The CRITHINKEDU Team
We are almost at the end of our first work package. Until now, partners in each country were leading their focus groups interviews with companies and organizations from different sectors and professional fields. Our goal was to collect evidence of needed critical thinking skills at the workplace, in order to develop the first intellectual output: a European collection of 21st needed critical thinking skills and dispositions in different professional sectors. In total, 31 focus group interviews were carried out in the different partners’ countries, with 161 participants representing 3 different sectors (NGO, public and private sector) and 13 professional fields: Agronomics and Animal Sciences; Arts and Culture; Administration; Education; Entertainment; Health; Human Resources; Information, Communication and Technology; Law; Real Estate; Tourism; Social Aid and Charity; and Social Work.
Soon we will have more news and results about that on our website. Keep in touch!