About this paper

Appears in:
Pages: 9195-9200
Publication year: 2017
ISBN: 978-84-617-8491-2
ISSN: 2340-1079
doi: 10.21125/inted.2017.2171

Conference name: 11th International Technology, Education and Development Conference
Dates: 6-8 March, 2017
Location: Valencia, Spain

TRANSLATING CRITICAL THINKING SKILLS TO HIGHER EDUCATION PRACTICES

D. Soares1, A. Franco2, D. Dias2

1Center for Research on Higher Education Policies Universidade Europeia I Laureate International Universities (PORTUGAL)
2Universidade Europeia I Laureate International Universities, (PORTUGAL)
Critical thinking is one of the most mentioned higher order skill, playing a central role in the processes of logical thinking, decision making, and problem solving. To be a critical thinker is a core dimension in the set of “21st century skills.” Accordingly, critical thinking has emerged as a crucial higher education learning outcome, demanded not only in academic setting but also in labour market. Despite the relevance given to critical thinking in the educational system, little is known about how are effectively implemented and put into practice by Higher Education Institutions. This paper intends to analyze how critical thinking is defined in the learning outcomes proposed in the new study programs submitted to quality accreditation in Portugal, since 2009. In the scope of a qualitative approach, the content of the learning outcomes was analyzed, distinguishing among technical and generic skills. In general, results reveal that critical thinking is one of the most cited soft-skill. Yet, a range of definitions are presented by institutions. “To be able to create critical study methods”, “to critically evaluate information” or “to critically analyze, evaluate and generate new ideas” are examples of how this competence is defined. A better understanding of the multiple definitions related to critical thinking is provided for our analysis and their multiple ways of implementation into practice is highlighted.
@InProceedings{SOARES2017TRA,
author = {Soares, D. and Franco, A. and Dias, D.},
title = {TRANSLATING CRITICAL THINKING SKILLS TO HIGHER EDUCATION PRACTICES},
series = {11th International Technology, Education and Development Conference},
booktitle = {INTED2017 Proceedings},
isbn = {978-84-617-8491-2},
issn = {2340-1079},
doi = {10.21125/inted.2017.2171},
url = {http://dx.doi.org/10.21125/inted.2017.2171},
publisher = {IATED},
location = {Valencia, Spain},
month = {6-8 March, 2017},
year = {2017},
pages = {9195-9200}}
TY - CONF
AU - D. Soares AU - A. Franco AU - D. Dias
TI - TRANSLATING CRITICAL THINKING SKILLS TO HIGHER EDUCATION PRACTICES
SN - 978-84-617-8491-2/2340-1079
DO - 10.21125/inted.2017.2171
PY - 2017
Y1 - 6-8 March, 2017
CI - Valencia, Spain
JO - 11th International Technology, Education and Development Conference
JA - INTED2017 Proceedings
SP - 9195
EP - 9200
ER -
D. Soares, A. Franco, D. Dias (2017) TRANSLATING CRITICAL THINKING SKILLS TO HIGHER EDUCATION PRACTICES, INTED2017 Proceedings, pp. 9195-9200.
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