Authors

Jia-Han Yang, graduate student, College of Education and Human Development, Temple University

Abstract

Critical thinking (CT) is a key competency for undergraduates to be informed decisionmakers. However, educators face challenges in fostering students’ CT. Effective CT instruction is not a monolithic enterprise; it must account for domain-specific nuances, instructional design, and individual learner differences. This narrative review synthesizes existing literature to identify the crucial elements of CT development, examine the extent to which students cultivate CT during college education, and explore the transferability of these skills across academic disciplines and to real-world scenarios. Findings reveal that robust CT development hinges on a combination of student agency, pedagogical design, and coconstructed learning opportunities. While domain-specific instruction effectively promotes near transfer — the application of skills and dispositions to similar contexts—far transfer to novel situations is elusive. Achieving far transfer requires practice and innovative instructional designs that activate inert knowledge in unfamiliar contexts. The review calls for a more integrated approach to centering CT in higher education. Beyond isolated interventions, institutions should embed CT education systematically throughout the curriculum. This integration can be reinforced through professional development for faculty members and through high-impact practices, enabling students to apply CT effectively in their lives.

Keywords: Critical Thinking, Higher Education, Learning Transfer, Instructional Design