Effects Of Culturally Responsive Teaching On Critical Thinking Skills Of Students At University Level: https://doi.org/10.5281/zenodo.19389705
Year: 2026
Type: article
Study design: Observational Study
Abstract: Teachers served as the gatekeepers of knowledge in a globalized world, and education acted as a potent vehicle for social change. Addressing the needs of diverse learners required an understanding of culturally responsive teaching (CRT). Critical thinking was essential for success in the modern workforce, as it facilitated decision‑making and problem‑solving. The study aimed to analyze CRT practices of teachers, assess critical thinking skills of university students, and examine differences in critical thinking based on the level of culturally responsive teaching. The sample included 70 teachers and 745 undergraduate students from the Faculty of Education at the female campus of International Islamic University, Islamabad. Simple random sampling selected 35 teachers and 254 students (Gay, 2000). The study used a positivist paradigm and a descriptive, causal‑comparative quantitative design. Data were collected through personal visits, using a standardized Critical Thinking Appraisal test (Watson & Glaser, 2002) for students and a quantified observation checklist for teachers. ANOVA and mean analysis were used to analyze data. Findings provided insights into the relationship between CRT and students’ critical thinking skills, offering implications for educational practice and policy.
Source: Research consortium archive.
Author: Hina Badar
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7220755527