Abstract:

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.

Keywords:

Critical thinking, Learning outcomes, higher education.