Abstract:

The current century and rapid transformation of every sphere of society due to enormous technological development offers new challenges, and it becomes natural that education no longer represents mainly knowledge but at the same time the space for allowing participants to gain the ability to function as active citizens of the world. Thus, the focus of teaching must be turned to helping learners become equipped with a set of skills they will need as active citizens to cope with all the challenges waiting for them in the modern era. Critical thinking is considered one of the most important 21st-century skills and is essential to navigate and make sense of this complex world, analyze information, and make informed decisions.

The present study aims to explore teachers' attitudes and viewpoints on fostering critical thinking within the context of foreign language learning. Ten elementary, secondary, and university teachers were interviewed to gain insights into their attitudes towards the development of critical thinking in schools. The data were compared to those gathered from 112 questionnaires (32 Likert scale statements and 3 open-ended questions) voluntarily completed by students (mean age 17 years) attending eight secondary schools in Slovakia. The questionnaire focused on the application of cognitive skills in both English language classes and other subjects. Although the results can be interpreted positively, the data indicate the importance of emphasizing the urgent need for students, pre-service teachers, and in-service teachers to be systematically and professionally trained in applying and fostering cognitive skills and critical thinking.

Keywords:

Foreign language learning, 21st-century skills, critical thinking, sustainable education, active citizenship.