A Framework for Integrating Critical Thinking in Interdisciplinary Education Models

Thesis Abstract

In recent years, the escalating complexity of global challenges has underscored the critical need for educational models that cultivate advanced cognitive skills, notably critical thinking, within interdisciplinary curricula. Despite the acknowledged importance of integrating critical thinking into interdisciplinary education, current models often lack a comprehensive framework that systematically promotes its development across diverse academic disciplines. This study aims to develop a robust framework for embedding critical thinking within interdisciplinary education models, addressing the gap by delineating principles, strategies, and pedagogical practices that foster critical cognitive skills in multi-disciplinary settings. The specific objectives are to (1) analyze existing interdisciplinary education models and evaluate how they incorporate critical thinking, (2) identify pedagogical strategies that effectively promote critical thinking across disciplines, (3) formulate a conceptual framework that integrates these strategies into interdisciplinary curricula, and (4) validate this framework through empirical assessment in selected higher education contexts. Adopting a mixed-methods research design, the study integrates qualitative and quantitative approaches to provide a comprehensive understanding of the phenomena. The qualitative phase involves a thematic analysis of 30 semi-structured interviews with educators across STEM, social sciences, and humanities, complemented by a review of 50 relevant curricular documents, guided by the theoretical lenses of Bloom’s Taxonomy and Vygotsky’s Social Development Theory. The quantitative phase entails administering a structured survey to 300 students from diverse disciplines at a major university, aimed at measuring perceptions of critical thinking integration and its impact on learning outcomes. Data collected from surveys will be analyzed using multivariate regression and ANOVA to determine relationships and differences across disciplines, while thematic analysis of interview transcripts will elucidate contextual pedagogical practices. The anticipated findings include identification of key pedagogical strategies—such as case-based learning, inquiry-oriented assessments, and collaborative problem-solving—that significantly enhance critical thinking skills across disciplines. The framework developed will encompass principles for curriculum design, faculty development, and assessment practices that collectively foster an environment conducive to critical thinking development within interdisciplinary settings. It is expected that empirical validation will demonstrate that students exposed to the integrated framework exhibit higher levels of critical thinking competence, increased interdisciplinary understanding, and improved problem-solving capabilities. This research contributes to the theoretical and practical knowledge bases by providing an original, validated framework for embedding critical thinking into interdisciplinary education models, bridging pedagogical gaps identified in existing literature. It advances theoretical understanding by synthesizing Bloom’s Taxonomy and Vygotsky’s Social Development Theory within a cohesive model tailored for multi-disciplinary contexts and offers practical guidelines for educators and curriculum designers seeking to enhance critical thinking skills systematically. The main conclusion emphasizes that the systematic integration of targeted pedagogical strategies within interdisciplinary curricula yields measurable improvements in students’ critical thinking abilities. The study recommends the adoption of the proposed framework by higher education institutions to transform interdisciplinary teaching practices, develop faculty capacities, and foster lifelong critical thinking skills essential for addressing contemporary societal challenges. Suggestions for further research include longitudinal studies to assess the long-term impact of such frameworks and adaptation of the model for online and blended learning environments to expand its applicability across diverse educational settings.