Creating Critical Thinking Professionals: Challenges for Higher Education

Abstract

This article examines the critical role of critical thinking in higher education and the workplace, addressing the perceived deficit in graduates’ skills for tackling professional challenges. It explores the essence of critical thinking, tracing its roots from ancient Greek philosophy to contemporary academic discourse and delineates the characteristics of an ideal critical thinker in the professional sphere. The article proposes a stratified approach to nurturing critical thinking skills in the workplace, tailored to different organizational levels: expert-level critical thinkers, frontline employees and mid-level supervisors. This tiered strategy acknowledges the diverse needs within an organization and the varying depths of critical thinking required for each role. The manuscript emphasizes the importance of balancing domain-general and domain-specific skills in critical thinking development and highlights the need to refine these competencies continuously. By prioritizing critical thinking in both educational institutions and professional environments, we can develop a workforce that is well-prepared to handle complex challenges, make informed decisions and spearhead innovation in an increasingly interconnected world.