A Framework for Enhancing Critical Thinking in Agricultural Science Education

Thesis Abstract

Critical thinking is increasingly recognized as an essential competency for effective agricultural professionals, yet it remains underdeveloped within agricultural science education programs. This study addresses the persistent gap between existing pedagogical practices and the need for fostering higher-order thinking skills among agricultural students. The primary aim is to develop, validate, and propose a comprehensive framework that enhances critical thinking capacities in agricultural science education. The specific objectives include (i) identifying the key components and indicators of critical thinking relevant to agricultural contexts; (ii) examining existing pedagogical strategies and their efficacy in promoting critical thinking; (iii) exploring the theoretical underpinnings informing critical thinking development through the adaptation of Bloom’s Revised Taxonomy and Paulo Freire’s Critical Pedagogy; and (iv) designing and empirically testing a context-specific critical thinking enhancement framework integrated into agricultural science curricula. Employing a mixed-methods research design, the study integrates qualitative and quantitative approaches to ensure both depth of understanding and generalizability of findings. The population comprises 200 agricultural science educators and 600 undergraduate students from five agricultural colleges across the country. Stratified random sampling is used to select 100 educators and 300 students for quantitative data collection, supplemented by purposive sampling of 20 educators for qualitative interviews. Data collection instruments include structured questionnaires, interview guides, and classroom observation checklists, all validated through expert review and pilot testing to ensure reliability and validity. Quantitative data are analyzed using descriptive statistics, exploratory factor analysis (EFA), and multiple regression analysis to identify the predictors of critical thinking enhancement. Qualitative data are subjected to thematic analysis to explore educators’ perceptions and pedagogical experiences. The study anticipates identifying specific pedagogical practices, curriculum attributes, and learner-centered strategies that significantly influence the development of critical thinking skills. It is expected that the findings will reveal a statistically significant relationship between active learning methodologies, the integration of problem-solving tasks, and increased critical thinking scores among students. The analysis will also elucidate barriers to critical thinking development within current instructional frameworks, such as rote memorization and lecturer-centered approaches. The proposed framework synthesizes these insights, integrating best practices into a coherent model that emphasizes curriculum reform, faculty development, and learner engagement aligned with Bloom’s higher-order cognitive levels and Paulo Freire’s emphasis on dialogic pedagogy. This research contributes to the theoretical and practical understanding of how targeted instructional strategies can systematically foster critical thinking in agricultural education. By operationalizing a contextually relevant framework, the study advances pedagogical models specific to agricultural sciences, thereby filling a notable gap in the existing literature. It extends the application of established theories—Bloom’s Revised Taxonomy and Paulo Freire’s Critical Pedagogy—within the agricultural domain, offering a new integrative model for educators and curriculum designers. The main conclusion underscores the transformative potential of adopting the proposed framework to improve critical thinking competencies among agricultural students, ultimately enhancing their problem-solving abilities and readiness for complex agricultural challenges. Recommendations include policy reforms to embed the framework within national agricultural education curricula, conduct faculty capacity-building workshops, and implement longitudinal studies to evaluate the framework’s impact over time. Future research avenues suggested involve exploring digital and technological tools for critical thinking enhancement and replicating the study across diverse educational contexts to validate and refine the framework further.