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Title:Izzivi visokošolskih učiteljev pri spodbujanju kritičnega mišljenja – sistematični pregled literature
Authors:ID Makovec, Nataša (Author)
ID Lepičnik-Vodopivec, Jurka (Author)
Files:URL URL - Source URL, visit https://www.sodobna-pedagogika.net/clanki/02-2025_izzivi-visokosolskih-uciteljev-pri-spodbujanju-kriticnega-misljenja-sistematicni-pregled-literature/
 
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MD5: 52222BAF23DA7B4D76A8E21FE744AFA6
 
Language:Slovenian
Typology:1.01 - Original Scientific Article
Organization:Logo ZDPDS - Association of Societies of Educational Workers of Slovenia
Abstract:Razvoj kritičnega mišljenja je ključni cilj visokošolskega izobraževanja, ob tem da je ta koncept premalo raziskan in pomanjkljivo opredeljen, predvsem z vidika načinov poučevanja in merjenja učinkov. Pregled in analiza 18 znanstvenih člankov, objavljenih v zadnjih petih letih, sta pokazala, da je mogoče izzive visokošolskih učiteljev pri spodbujanju kritičnega mišljenja v grobem razdeliti v štiri skupine, in sicer na tiste, ki so povezani z (i) usposobljenostjo učiteljev, (ii) političnimi in družbenimi razmerami, (iii) študenti in (iv) pomanjkljivo definicijo kritičnega mišljenja ter s tem povezanim metodološkim okvirom. Aktivne metode dela, kot so sodelovalno, akcijsko, problemsko in dialoško učenje ter druge metode, kjer so študenti aktivni, dokazano spodbujajo razvoj kritičnega mišljenja. Digitalizacija pri tem pomeni za učitelje izziv in hkrati priložnost za izvajanje različnih aktivnosti in metod dela s študenti, s katerimi lahko spodbujajo kritično mišljenje. Možnosti za nadaljnje raziskovanje so v preučevanju načinov spodbujanja kritičnega mišljenja pri študentih in učiteljih ter definiranju metodologije, ki bi postavila merila in kriterije za preverjanje učinkov.
Keywords:kritično mišljenje, visokošolski učitelji, izzivi pri poučevanju, metode dela
Publication status:Published
Publication version:Version of Record
Publication date:01.06.2025
Year of publishing:2025
Number of pages:str. 10-28
Numbering:Letn. 76 = 142, št. 2
PID:20.500.12556/DiRROS-23116 New window
UDC:378
ISSN on article:0038-0474
COBISS.SI-ID:241115395 New window
Publication date in DiRROS:29.07.2025
Views:400
Downloads:189
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Record is a part of a journal

Title:Sodobna pedagogika
Shortened title:Sodob. pedagog.
Publisher:Zveza društev pedagoških delavcev Slovenije
ISSN:0038-0474
COBISS.SI-ID:761348 New window

Document is financed by a project

Funder:ARIS - Slovenian Research and Innovation Agency
Project number:P5-0444-2023
Name:Vseživljenjsko učenje za trajnostno družbo prihodnosti

Licences

License:CC BY-SA 4.0, Creative Commons Attribution-ShareAlike 4.0 International
Link:http://creativecommons.org/licenses/by-sa/4.0/
Description:This Creative Commons license is very similar to the regular Attribution license, but requires the release of all derivative works under this same license.

Secondary language

Language:English
Title:Challenges for higher education teachers in fostering critical thinking - a systematic literature review
Abstract:The development of critical thinking is a fundamental objective of higher education; however, this concept remains underexplored and inadequately defined, particularly regarding teaching methods and the measurement of outcomes. A review and analysis of 18 scientific articles published within the last five years revealed that the challenges faced by higher education teachers can be broadly categorized into issues related to teacher preparedness for fostering critical thinking, the influence of political and social contexts, student-related factors and the lack of a clear definition and methodological framework for critical thinking. Active work methods, such as collaborative, action-based, problem-based, and dialogical learning, as well as other student activities, have been proven to enhance the development of critical thinking. Digitalization presents both a challenge and an opportunity for teachers in implementing various activities and work methods with students, through which critical thinking can be encouraged. Future research opportunities lie in examining strategies to encourage critical thinking in students and teachers, as well as in defining a methodology that would establish standards and criteria for assessing its effectiveness.
Keywords:critical tkinking, higher education teachers, teaching challenges, teaching methods


Collection

This document is a part of these collections:
  1. Sodobna pedagogika

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