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Explains that many prestigious bodies, including the American Assembly of Collegiate Schools of Business and the Accounting Change Commission, have asked accounting educators to improve their students’ critical thinking skills. Suggests that the literature contains few examples of how to apply such skills in an accounting environment and how to teach such skills as efficiently as possible. Explains and provides examples of such critical thinking skills. Shows how to incorporate such skills in the classroom.

The primary purpose of this correlational study was to explain the relationship between discipline specific critical thinking skills and leadership training and experiences of selected FFA youth leaders. Researcher-developed measures of critical thinking skills and leadership were used to discover low, but positive relationships between critical thinking skills and each leadership variable of leadership training, leadership experience, and total leadership score. The relationship between leadership training and Evaluation and Total Critical Thinking Skill was significant. Similarly, the relationship between leadership experiences and Analysis and Total Critical Thinking Skill was significant. Finally, the relationship between combined leadership score and Analysis, Evaluation, and Total Critical Thinking Skill was also significant. Recommendations include more student exposure to formal teaching and training in leadership, more research to substantiate the connection between leadership and critical thinking, and more encouragement for students to be more active in non-formal activities.

While training students to new literacy and critical thinking has been recognized for several decades, it seems even more crucial today as education is presented as a lever to fight against fake news. Preservice teachers, both so-called digital natives at the cutting edge of the social web and tomorrow’s educators, represent a useful object of study. The purpose of this paper is to describe preservice teachers’ critical thinking skills scores notably regarding environmental factors (training type, country of study and employment) and personal determinants (metaliteracy self-efficacy and belief in the likelihood to become a teacher) in three French-speaking nations (Wallonia, France and Quebec).

Using a quantitative methodology, this article is part of sequential mixed design research aiming to describe the level of preservice teachers’ (n = 245) critical thinking in three French-speaking nations: Wallonia, France and Quebec. This study aimed to see to what extent critical thinking skills (measured with a translated version of the Halpern Critical Thinking Assessment; Halpern, 2016) can notably be influenced by metaliteracy self-efficacy (MASE). Metaliteracy is a concept that aims to join information, digital and media literacy providing a comprehensive framework “for engaging with individuals and ideas in digital environments” (Mackey and Jacobson, 2011, p. 70).

This study establishes the influence of individual determinants such as the feelings of self-efficacy in metaliteracy as well as the belief in the likelihood of becoming a teacher. This study proposes a model predicting the critical thinking skills based on self-efficacy in critical thinking and metaliteracy, the type of training and the interaction between employment and the country of study.

Considering contemporary information issues and infodemic phenomena, critical thinking skills should be developed among preservice teachers. There is a significant positive correlation between MASE and critical thinking skills. Pre-service teachers’ country of study, as well as their training trajectory, seems to influence their critical thinking skills. Involvement in professional life also appears to promote critical thinking skills.

The lack of critical thinking in new graduates has been a concern to the nursing profession. The purpose of this study was to investigate the effects of an innovative, evidence-based skills fair intervention on nursing students' achievements and perceptions of critical thinking skills development.

The explanatory sequential mixed-methods design was employed for this study.

The findings indicated participants perceived the intervention as a strategy for developing critical thinking.

The study provides educators helpful information in planning their own teaching practice in educating students.

Critical thinking is a challenging term to describe but considered necessary for academic achievement, success in the global job market, and essential in developing a life-long learner (Dwyer, Hogan, & Stewart, 2012). Many definitions exist, but some of the components include the ability to analyse, reflect, judge, and strategise in a systematic way, to be able to solve problems (Dwyer et al., 2012). Some of the definitions, taxonomies, models, and theories of critical thinking have been built by Western culture, and the United States contributes information towards this Western approach (Nicholas & Raider-Roth, 2016; Wang, 2017). These definitions, taxonomies, models, and theories make a significant contribution to the pedagogical approaches to the teaching of critical thinking in the United States. This chapter details the structures that support the definitions of critical thinking and the history of the connections between critical thinking and classroom instruction in the United States.

Critical thinking is a necessary construct for twenty-first century learning and discussed in scholarly professional literature and popular media (Dwyer, 2017). The term is a part of the twenty-first century four Cs of learning: collaboration, communication, creativity, and critical thinking (Cunningham, 2018). The teaching of critical thinking can be challenging, and this chapter presents an overview of some helpful pedagogical approaches, including project-based learning, project-based design, e-learning, and active learning and descriptions of instructional pedagogy including the general, infusion, immersion, and mixed approaches (Abrami et al., 2008; Dwyer, 2017; Ennis, 1989; Marin & Halpern, 2011; Willingham, 2008). Quality assurance is an essential component in ensuring pedagogical approaches to critical thinking are effective. The contribution of core standards in the teaching of critical thinking in the United States will be discussed.

Engaging students emotionally is the key to strengthening their dispositions toward critical thinking. Elder (1997) contends that it is critical thinking which leads us to a rational and reasonable emotional life. The link between thinking and emotions is essential in leadership education. With this in mind, the researchers sought to examine the relationship between the skill sets of emotional intelligence (Developing Your Emotional Intelligence) and the dispositions of critical thinking (EMI). The researchers identified positive relationships ranging in magnitude from low to substantial. The overall skills associated with emotional intelligence showed positive moderate relationships with cognitive maturity, engagement, and innovativeness. In considering EMI critical thinking disposition scores and emotional intelligence, the relationship was substantially positive. The conclusions and recommendations encourage educators to take advantage of this relationship by providing students with experiences which elicit their emotional intelligence. In so doing there is opportunity to strengthen their disposition toward critical thinking.

Some employers contend that the college graduates they hire should have stronger communication and critical thinking skills upon arrival from their various college/university programs in which they majored. As higher education continues its efforts to meet the demands for employers, the authors contend that the benefits of participation in debate exercises can be incorporated into various courses as a teaching tool to increase facility with these soft skills. A practical application of debate in a specific organizational leadership course is presented, along with highlights of the student participants’ reflections upon the experience, and the initial signs of positive impact on these skills. Suggestions of future application of debate into curricula are also shared.

This chapter presents a qualitative investigation of lecturers’ perceptions of critical thinking and how this influenced how they taught. All of the participants taught the same first-year university chemistry course. This case study provides insights about how there may need to be fundamental shifts in lecturers’ perceptions about learning and the development of critical thinking skills so that they can enhance knowledge and understanding of chemistry as well as advance the students’ critical thinking. Recommendations are made for professional learning for lecturers and for changing the “chemistry” of the design of learning experiences through valuing critical thinking in assessments and making critical thinking more explicit throughout the course. The authors argue that critical thinking must be treated as a developmental phenomenon.