کاربست روش دلفی فازی در شناسایی عوامل موثر بر ارتقای کیفیت تفکر نقادانه در محیط‌های تحصیلی و شغلی دانشگاه تهران: یک پژوهش روش‌های آمیخته

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی کارشناسی ارشد آموزش مهندسی، دانشکده فنی مهندسی، دانشگاه تهران، ایران

2 دانشیار، گروه آموزشی علوم پایه و آموزش مهندسی، دانشکده علوم‌ مهندسی، دانشکدگان فنی دانشگاه تهران، تهران، ایران

3 دانشیار، گروه تخصصی پژوهش و سنجش، دانشکده روان‌شناسی و علوم تربیتی دانشگاه تهران، تهران، ایران

4 دانشیار گروه روش‌ها و برنامه‌ریزی آموزشی و درسی، دانشکده روان‌شناسی و علوم تربیتی دانشگاه تهران، تهران، ایران

10.22034/lbcij.2026.68147.1292

چکیده

هدف: در چشم‌انداز پیچیده امروزی مهندسی، تفکر انتقادی به‌عنوان یک شایستگی راهبردی، دانشجویان و فارغ‌التحصیلان را قادر می‌سازد مسائل پیچیده را تحلیل، تصمیم‌های آگاهانه اتخاذ و راه‌حل‌های نوآورانه ارائه کنند. با وجود اهمیت روزافزون این شایستگی در آموزش عالی، به‌ویژه در رشته‌های مهندسی، مؤلفه‌های برنامه درسی مؤثر بر پرورش آن همچنان به‌طور کافی بررسی نشده‌اند. این پژوهش با هدف تدوین چارچوبی جامع از عوامل کلیدی مؤثر بر توسعه تفکر انتقادی در دانشگاه‌ها و سازمان‌های حرفه‌ای انجام شد.
روش پژوهش: این پژوهش با رویکرد آمیخته و با استفاده از تکنیک دلفی فازی انجام گرفت. داده‌ها از ۲۰ نفر از خبرگان مهندسی که با روش نمونه‌گیری گلوله‌برفی غیر احتمالی انتخاب شدند، جمع‌آوری شد. فرایند دلفی در دو دور و با هدف دستیابی به اجماع خبرگان و تأمین روایی محتوایی انجام گرفت. اختلاف میانگین کمتر از ۰٫۲ بین دو دور، نشان‌دهنده سطح بالای توافق میان خبرگان بود.
یافته‌ها: نتایج، ۱۶ عامل کلیدی را در چهار حوزه اصلی شناسایی کرد: فرایند آموزشی شامل روش‌های تدریس تعاملی، کیفیت محتوای آموزشی و بهره‌گیری از فناوری؛ حمایت سازمانی دانشگاهی شامل حمایت اعضای هیئت علمی، آموزش‌های تخصصی و تعاملات میان‌رشته‌ای؛ بسترهای تجربی شامل فعالیت‌های گروهی، پروژه‌های عملی و مواجهه با مسائل پیچیده؛ و عوامل محیطی فردی شامل انگیزه دانشجویان، فرهنگ سازمانی و فشارهای تحصیلی.
نتیجه‌گیری: یافته‌ها بیانگر ارتباط متقابل و قوی میان عناصر برنامه درسی و توسعه تفکر انتقادی در دانشجویان مهندسی است. چارچوب پیشنهادی می‌تواند نقشه راهی عملی برای بازطراحی آموزش مهندسی و پرورش فارغ‌التحصیلانی تحلیل‌گر، خلاق و مسئولیت‌پذیر باشد. همچنین، گذار از آموزش مبتنی بر حفظ مطالب به نظامی یادگیرنده‌محور و مبتنی بر تفکر انتقادی، از طریق طراحی هدفمند برنامه‌های درسی و آموزشی امکان‌پذیر است.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Applying the Fuzzy Delphi Method to Identify the Factors Influencing the Enhancement of Critical Thinking Quality in Academic and Professional Settings: A Mixed-Methods Study

نویسندگان [English]

  • Zahra Akbari Pordanjani 1
  • Akram Hosseinian 2
  • Keyvan Salehi 3
  • Mohammad Javadipour 4
1 MSc in Engineering Education, Faculty of Engineering Sciences, University of Tehran, Tehran, Iran
2 Associate professor, Department of Research and Assessment, Faculty of Psychology and Education, University of Tehran, Tehran, Iran
3 Associate professor, Department of Research and Assessment, Faculty of Psychology and Education, University of Tehran, Tehran, Iran
4 Associate Professor, Department of Methods, Curriculum and Educational Planning, Faculty of Psychology and Education, University of Tehran, Tehran, Iran
چکیده [English]

Objective: In today’s complex engineering landscape, critical thinking is a strategic competency that enables students and graduates to analyze complex problems, make informed decisions, and develop innovative solutions. Despite its growing importance in higher education, particularly in engineering, the curricular components that effectively foster this competency remain insufficiently explored. This study aimed to develop a comprehensive framework of key factors influencing the development of critical thinking in universities and professional organizations.
Method: A mixed-methods approach based on the fuzzy Delphi technique was employed. Data were collected from 20 engineering experts selected through non-probability snowball sampling. The Delphi process was conducted in two rounds to achieve expert consensus and establish content validity. A mean difference of less than 0.2 between the two rounds indicated a high level of agreement among participants.
Results: The findings identified 16 key factors across four major domains: Educational Process, including interactive teaching methods, instructional content quality, and technology utilization; Academic Organizational Support, comprising faculty support, specialized training, and interdisciplinary interaction; Experiential Contexts, including group activities, practical projects, and exposure to complex problems; and Individual Environmental Factors, such as student motivation, organizational culture, and academic pressures.
Conclusions: The findings demonstrate a strong interrelationship between curricular elements and critical thinking development among engineering students. The proposed framework provides a practical roadmap for redesigning engineering education to cultivate analytical, creative, and responsible graduates. The study further highlights that shifting from rote memorization to a learner-centered educational ecosystem focused on critical thinking is achievable through deliberate curricular and instructional design.

کلیدواژه‌ها [English]

  • critical thinking
  • engineering curriculum elements
  • engineering professional environments
  • Fuzzy Delphi method
  • mixed-methods research
Abrami, P. C., Bernard, R. M., Borokhovski, E., Waddington, D. I., Wade, C. A., & Persson, T. (2015). Strategies for teaching students to think critically: A meta-analysis. Review of educational research, 85(2), 275-314.‏ https://drive.google.com/file/d/1rXI6jtTNt99LGz-eHuknnn5NHChi75rq/view?pli=1
Ahern, A., Dominguez, C., Mcnally, C., O’Sullivan, J., & Pedrosa, D. (2019). A Literature review of critical thinking in engineering education. Studies in Higher Education, 44(5), 816-828.
Ahern, A., O'Connor, T., McRuairc, G., McNamara, M., & O'Donnell, D. (2012). Critical thinking in the university curriculum–the impact on engineering education. European Journal of Engineering Education, 37(2), 125-132.‏
Akbari Pardanjani, Z., & Salehi, K. (2024). A systematic review of critical thinking outcomes in engineering education. Iranian Journal of Engineering Education, 26(101), 47–84. https://doi.org/10.22047/ijee.2024.421392.2017. [In Persian]
Akbari Pardanjani, Z., Hossainian, A., Salehi, K., & Javadipour, M. (2025). Explaining the influencing factors of critical thinking among chemical engineering graduates at the University of Tehran using ISM and MICMAC analysis. Studies in Engineering Education Curriculum Planning. Advance online publication. https://doi.org/10.48308/mpes.2025.237116.150. [In Persian]
Akbari Pordanjani, Z., Salehi, K., Hosseinian, A., & Javadipour, M. (2025). Modeling the Key Factors in Fostering Critical Thinking among Engineering Students: An Exploratory Sequential Mixed Methods Study. Journal of Learner Based Curriculum and Instruction, 4(3), 51-83. DOI: 10.22034/cipj.2025.64534.1249 [In Persian]
Alikhani, M., & Aghaei, A. (2015). The effect of critical thinking training on cognitive emotion regulation strategies among third-grade female high school students in Isfahan. Thinking & Children Journal, 1, 94–667. https://magiran.com/p1519992. [In Persian]
Alvesson, M. (2012). Understanding organizational culture (2nd ed.). Sage Publications
Anjafi, F., Zeraat, Z., Soltanmohammadi, Z., Ghabechipour, K., & Kohan, F. (2009). Critical thinking skills among engineering and humanities students. Strategies for Medical Education, 2(1), 19. https://magiran.com/p657894
Arias, A. M., Smith, P. S., Davis, E. A., Marino, J. C., & Palincsar, A. S. (2017). Justifying predictions: Connecting use of educative curriculum materials to students’ engagement in science argumentation. Journal of Science Teacher Education, 28(1), 11-35.‏
Arum, R., & Roksa, J. (2011). Limited learning on college campuses. Society, 48, 203-207.‏ https://doi.org/10.1007/s12115-011-9417-8
Baehr, J. (2019). Intellectual virtues, critical thinking, and the aims of education. In The Routledge handbook of social epistemology (pp. 447-456). Routledge.‏ https://digitalcommons.lmu.edu/cgi/viewcontent.cgi?article=1300&context=phil_fac
Bailin, S. (2002). Critical thinking and science education. Science & education11(4), 361-375.‏
Behar-Horenstein, L. S., & Niu, L. (2011). Teaching critical thinking skills in higher education: A review of the literature. Journal of College Teaching & Learning (TLC), 8(2).‏ https://core.ac.uk/download/pdf/268111091.pdf
Bezanilla, M. J., Fernández-Nogueira, D., Poblete, M., & Galindo-Domínguez, H. (2019). Methodologies for teaching-learning critical thinking in higher education: The teacher’s view. Thinking skills and creativity33, 100584.‏
Biggs, J. (1999). Teaching for quality learning at university (1st ed.). McGraw-Hill
Blömeke, S., Zlatkin-Troitschanskaia, O., Kuhn, C., & Fege, J. (2013). Modeling and measuring competencies in higher education: Tasks and challenges. SensePublishers. https://doi.org/10.1007/978-94-6091-867-4
Bouckaert, M. (2023). The assessment of students' creative and critical thinking skills in higher education across OECD countries: A review of policies and related practices. OECD Education Working Papers, (293), 1-46.‏
Boud, D., & Falchikov, N. (2006). Aligning assessment with long‐term learning. Assessment & evaluation in higher education, 31(4), 399-413.‏ https://opus.lib.uts.edu.au/bitstream/10453/5027/1/2006005026.pdf
Boydak, A. (2008). Learning Styles [Öğrenme Stilleri]. Istanbul: Beyaz Publications.‏
Brookfield, S. D. (1987). Developing critical thinkers. San Francisco, CA: Jossey-Bass.
Cameron, K. S. (2011). Diagnosing and changing organizational culture: Based on the competing values framework.‏
Carless, D. (2006). Differing perceptions in the feedback process. Studies in higher education, 31(2), 219-233.‏ https://library.oapen.org/bitstream/handle/20.500.12657/28093/1/1001901.pdf#page=426
Charmaz, K. (2014). Constructing grounded theory.‏ https://toc.library.ethz.ch/objects/pdf03/e01_978-0-85702-914-0_01.pdf
Chingos, M. M., & Whitehurst, G. J. (2012). Choosing Blindly: Instructional Materials, Teacher Effectiveness, and the Common Core. Brookings Institution.‏https://www.brookings.edu/
Coates, H. (2015). Assessment of learning outcomes. The European higher education area: Between critical reflections and future policies, 399-413. https://library.oapen.org/bitstream/handle/20.500.12657/28093/1/1001901.pdf#page=426
Collins, A., & Halverson, R. (2018). Rethinking education in the age of technology: The digital revolution and schooling in America. Teachers College Press.‏ https://ocw.mit.edu/courses/mas-714j-technologies-for-creative-learning-fall-2009/d618b0b20780773b64cb1afa397dbcec_MITMAS_714JF09_read03_coll.pdf
Cook, D. A., & Triola, M. M. (2009). Virtual patients: a critical literature review and proposed next steps. Medical education, 43(4), 303-311
Crawley, E. F., Brodeur, D. R., & Soderholm, D. H. (2008). The education of future aeronautical engineers: Conceiving, designing, implementing and operating. Journal of Science Education and Technology17(2), 138-151.‏
Crawley, E. F., Malmqvist, J., Lucas, W. A., & Brodeur, D. R. (2011, June). The CDIO syllabus v2. 0. An updated statement of goals for engineering education. In Proceedings of the 7th International CDIO Conference (Vol. 20, No. 23, pp. 16-19). Copenhagen: Technical University of Denmark.
Crawley, E. F., Malmqvist, J., Lucas, W. A., & Brodeur, D. R. (2011, June). The CDIO syllabus v2. 0. An updated statement of goals for engineering education. In Proceedings of the 7th International CDIO Conference (Vol. 20, No. 23, pp. 16-19). Copenhagen: Technical University of Denmark.‏ https://cdio.org/files/document/file/cdio_syllabus_v2.pdf
Crawley, E. F., Malmqvist, J., Östlund, S., & Brodeur, D. R. (2007). Rethinking engineering education: The CDIO approach. Boston, MA: Springer US http://ndl.ethernet.edu.et/bitstream/123456789/30091/1/13.Edward%20F.%20Crawley.pdf .‏
Crawley, E. F., Malmqvist, J., Östlund, S., & Brodeur, D. R. (2010). Rethinking engineering education: the CDIO approach. (No Title).‏
Davis, B. G. (2009). Tools for teaching. John Wiley & Sons.‏
Davis, E. A., & Krajcik, J. S. (2005). Designing educative curriculum materials to promote teacher learning. Educational researcher, 34(3), 3-14.‏https://doi.org/10.3102/0013189X034003003
de Oliveira Santos, M. J., Lopes, J. P., Imaginário, C. I., Silva, H. S., & Morais, E. E. V. A. (2025). Influence of Demographic and Academic Variables on Portuguese Nursing Undergraduate Students’ Critical Thinking. Enfermería Global, (75), 1.‏ https://revistas.um.es/eglobal/article/download/624341/376081/2471881
Deci, E. L., & Ryan, R. M. (2013). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.‏
Derry, S. J., Sherin, M. G., & Sherin, B. L. (2014). Multimedia learning with video.‏
Dewey, J., Llavador, J. B., & Llavador, F. B. (1997). Mi credo pedagógico. León: Universidad de León.
Dill, D. D., & Beerkens, M. (2013). Designing the framework conditions for assuring academic standards: Lessons learned about professional, market, and government regulation of academic quality. Higher Education, 65, 341-357.‏https://doi.org/10.1007/s10734-012-9548-x
Douglass, J. A., Thomson, G., & Zhao, C. M. (2012). The learning outcomes race: The value of self-reported gains in large research universities. Higher education, 64, 317-335.‏https://doi.org/10.1007/s10734-011-9496-x
Elder, L., & Paul, R. (2004). Critical Thinking... and the Art of Close Reading (Part II). Journal of Developmental Education, 27(3), 36-37.‏
Elder, L., & Paul, R. (2020). Critical thinking: Tools for taking charge of your learning and your life. Rowman & Littlefield.
Ennis, R. H. (1962). A concept of critical thinking (p. 84). Harvard educational review.‏
Exploring barriers to achieving critical thinking in education. Learner-Centered Curriculum and Instruction, 3(1).https://cipj.tabrizu.ac.ir
Facione, P. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction (The Delphi Report). https://philarchive.org/archive/faccta
Facione, P. A. (2011). Critical thinking: What it is and why it counts. Insight assessment, 1(1), 1-23.‏ https://www.academia.edu/download/71022740/what_why98.pdf
Facione, P. A., & Facione, N. C. (2013). Critical thinking for life: Valuing, measuring, and training critical thinking in all its forms. Inquiry: Critical thinking across the disciplines, 28(1), 5-25. https://doi.org/10.5840/inquiryct20132812
Farkhmehr, H. (2005). Developing thinking in the classroom. Tehran: Abed-e Noavar. [In Persian]
Felder, R. M., & Brent, R. (2003). Designing and teaching courses to satisfy the ABET engineering criteria. Journal of Engineering education92(1), 7-25.‏
Felder, R. M., & Brent, R. (2003). Random thoughts: learning by doing. Chemical engineering education, 37(4), 282-283.‏ https://journals.flvc.org/cee/article/download/122714/121752
Fraser, B. (2012). Classroom Environment (RLE Edu O). Routledge.‏
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the national academy of sciences111(23), 8410-8415.‏
Fuentes, M. A., Zelaya, D. G., & Madsen, J. W. (2021). Rethinking the course syllabus: Considerations for promoting equity, diversity, and inclusion. Teaching of Psychology, 48(1), 69-79.‏ https://psycnet.apa.org/doi/10.1177/0098628320959979
Fuentes, S. Q., & Ma, J. (2018). Promoting teacher learning: A framework for evaluating the educative features of mathematics curriculum materials. Journal of Mathematics Teacher Education, 21(4), 351-385. https://doi.org/10.1007/s10857-017-9366-2
Gharib, M. (2006). The relationship between critical thinking skills and the tendency toward critical thinking among senior medical students. (Master’s thesis). Tehran University of Medical Sciences. [In Persian]
Gharibi, H., Salahian, A., Moradveisi, J., & Naderian, A. (2024). Analyzing the obstacles to the realization of critical thinking in the field of education. Curriculum and Instruction Planning Journal, 3(1). https://doi.org/10.22034/cipj.2024.61039.1119. [In Persian]
Gunn, T. M., Grigg, L. M., & Pomahac, G. A. (2008). Critical thinking in science education: Can bioethical issues and questioning strategies increase scientific understandings?. The Journal of Educational Thought (JET)/Revue de La Pensée Educative, 165-183.‏
Hagedorn, L. S., & Purnamasari, A. V. (2014). The evolution of community college administration and leadership programs. In quest of doctoral degree guidelines—Commemorating, 120, 145-168.‏ https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=0a51608ccaadeef302ffd49a49201beba47e3a7b
Halpern, D. F. (1998). Teaching critical thinking for transfer across domains: Disposition, skills, structure training, and metacognitive monitoring. American psychologist, 53(4), 449.‏
Halpern, D. F. (2013). Thought and knowledge: An introduction to critical thinking. Psychology press.‏
Hassan, A. (2023). Developing an ESP-Based Language Learning Environment to Help Students Improve Critical Thinking Skills in Written Output. Available at SSRN.‏ https://papers.ssrn.com/sol3/Delivery.cfm?abstractid=4405697
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112.‏ https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=a341536770fc149df10408865bfb58f76246cfdc
Holmboe, E. S., Sherbino, J., Englander, R., Snell, L., Frank, J. R., & Icbme Collaborators. (2017). A call to action: the controversy of and rationale for competency-based medical education. Medical teacher, 39(6), 574-581.‏ https://cmapspublic2.ihmc.us/rid=1XS6VVRLY-18Q09JG-1HDS/Holmboe%20et%20al_2017_A%20call%20to%20action.pdf
Hounsell, D. (2007). Towards more sustainable feedback to students. In Rethinking assessment in higher education (pp. 111-123). Routledge.‏ https://www.researchgate.net/profile/Dai-Hounsell/publication/354889264_Towards_more_sustainable_feedback/links/6152dd7af8c9c51a8afa3334/Towards-more-sustainable-feedback.pdf
Hsu, Y. L., Lee, C. H., & Kreng, V. B. (2010). The application of Fuzzy Delphi Method and Fuzzy AHP in lubricant regenerative technology selection. Expert systems with Applications, 37(1), 419-425.‏
Huber, C. R., & Kuncel, N. R. (2016). Does college teach critical thinking? A meta-analysis. Review of educational research, 86(2), 431-468. http://cfnzr36v53.77stgame.com/2utir9k5q.pdf
Imanzadeh, A., Dehghanzadeh, H., Nouri, H., & Hosseinzadeh, S. M. (2025). The relationship between media literacy and problem-solving skills and critical thinking of University of Tabriz students. Curriculum Planning and Learner-Centered Education, 4(3), 122–143. https://doi.org/10.22034/cipj.2023.58950.1101 . [In Persian]
Imanzadeh, A., Dehqanzadeh, H., Nouri, H., & Hosseinzadeh, S. M. (2023). The relationship between media literacy and problem-solving and critical thinking skills among students of Tabriz University. Contemporary Innovations in Psychological Sciences (CIPJ), 4(1), 1–20. https://doi.org/10.22034/cipj.2023.58950.1101 [In Persian]
Iqbal, J., Aukhoon, M. A., & Parray, Z. A. (2025). Cultivating creativity: the dynamic link between transformational leadership, employee taking charge and employee wellbeing. Journal of Asia Business Studies.‏
Iyer, R. (2010). Literacy models across nations: Literacy and critical literacy in teacher training programs in India. Procedia-Social and Behavioral Sciences, 2(2), 4424-4428. https://www.sciencedirect.com/science/article/pii/S1877042810007457/pdf?md5=7d69fe67837e076b8260ce77386f9534&pid=1-s2.0-S1877042810007457-main.pdf&_valck=1
Jacob, E., Duffield, C., & Jacob, D. (2018). Development of an Australian nursing critical thinking tool using a Delphi process. Journal of advanced nursing, 74(9), 2241-2247.‏ https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=5626&context=ecuworkspost2013
Jain, S., Dubey, S., & Jain, S. (2016). Designing and validation of questionnaire. International dental & medical journal of advanced research, 2(1), 1-3.‏
Johnson, D. W., Johnson, R. T., & Smith, K. A. (1998). Cooperative learning returns to college what evidence is there that it works?. Change: the magazine of higher learning, 30(4), 26-35.‏ https://wsac.wa.gov/sites/default/files/2014.ptw.(49).pdf
Jonassen, D. H. (2000). Toward a design theory of problem solving. Educational technology research and development, 48(4), 63-85.‏
Jönsson, A., & Dahlström, M. (2013). Stress, coping, and self-regulation in the university context: A study of student life and work. Higher Education Research & Development, 32(3), 319-334.
Jouppila, K. (2021). Supporting the development of critical thinking in early childhood education.‏ https://www.theseus.fi/bitstream/handle/10024/502597/Critical%20Thinking%20in%20Early%20Childhood.pdf?sequence=2
Kenney, J. (2013). Fostering Critical Thinking Skills: Strategies for Use with Intermediate Gifted Readers. Illinois Reading Council Journal, 41(2).‏
Kirkwood, A., & Price, L. (2014). Technology-enhanced learning and teaching in higher education: what is ‘enhanced’and how do we know? A critical literature review. Learning, media and technology, 39(1), 6-36. https://oro.open.ac.uk/36675/7/TEL%20in%20Higher%20Education-What%20is%20enhanced%20and%20how%20do%20we%20know.pdf
Knight, P. T., & Yorke, M. (2003). Employability and good learning in higher education. Teaching in Higher education, 8(1), 3-16.‏ https://www.ses.unam.mx/curso2009/materiales/m3/s2/M3_Sesion2_PeterKnight.pdf
Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press.‏
Kolmos, A., Holgaard, J. E., Routhe, H. W., Winther, M., & Bertel, L. (2024). Interdisciplinary project types in engineering education. European Journal of Engineering Education, 49(2), 257-282. https://www.tandfonline.com/doi/pdf/10.1080/03043797.2023.2267476
Ku, K. Y., Kong, Q., Song, Y., Deng, L., Kang, Y., & Hu, A. (2019). What predicts adolescents’ critical thinking about real-life news? The roles of social media news consumption and news media literacy. Thinking Skills and Creativity33, 100570.‏
Kuh, G. D., Kinzie, J., Schuh, J. H., & Whitt, E. J. (2011). Student success in college: Creating conditions that matter. John Wiley & Sons.‏
Kurnaz, A. (2011). Activities for teaching critical thinking [Eleştirel düşünme öğretimi etkinlikleri]. Konya: Eğitim Akademi Kitabevi.
Lai, E. R. (2011). Critical thinking: A literature review. Pearson's research reports6(1), 40-41.‏ https://www.dau.edu/sites/default/files/12-2023/CriticalThinkingReview.pdf
Lamal, P. (2007). Our Underachieving Colleges: A Candid Look at How Much Students Learn and Why They Should Be Learning More.
Laschinger, H. K. S., & Fida, R. (2014). A time-lagged analysis of the effect of authentic leadership on workplace bullying, burnout, and occupational turnover intentions. European Journal of work and organizational psychology, 23(5), 739-753.‏ https://ueaeprints.uea.ac.uk/id/eprint/55066/1/laschinger_fida_2014_preprint.pdf
Laurillard, D. (2013). Rethinking university teaching: A conversational framework for the effective use of learning technologies. Routledge.‏ https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=317e47b7169c6b3c962daba65cb0d946b08b4c54#page=61
Learn, H. P. (2000). Brain, mind, experience, and school. Committee on Developments in the Science of Learning, 14-15.‏
Leibovitch, Y. M., Beencke, A., Ellerton, P. J., McBrien, C., Robinson-Taylor, C. L., & Brown, D. J. (2025). Teachers’(evolving) beliefs about critical thinking education during professional learning: A multi-case study. Thinking Skills and Creativity, 56, 101725. https://www.sciencedirect.com/science/article/pii/S1871187124002669
Lewis, J. E., & Bays, C. (2011, June). Undergraduate engineering students and critical thinking: A preliminary analysis. In 2011 ASEE Annual Conference & Exposition (pp. 22-1566).‏ https://peer.asee.org/18493.pdf
Li, L. (2016). Thinking skills and creativity in second language education: Where are we now? Thinking Skills and Creativity, 22, 267-272. https://ore.exeter.ac.uk/repository/bitstream/handle/10871/33700/Introduction%20Final.pdf?sequence=1
Li, M., Heydarnejad, T., Azizi, Z., & Rezaei Gashti, Z. (2022). Modeling the role of emotion regulation and critical thinking in immunity in higher education. Frontiers in psychology, 13, 1005071.‏ https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1005071/pdf
Lim, E. W. C. (2021). Technology-enhanced learning of quantitative critical thinking. Education for Chemical Engineers, 36, 82-89.
Lipman, M. (1988). Philosophy goes to school. Philadelphia, PA: Temple University Press.
Lipman, M. (2003). Thinking in education. Cambridge university press.‏
Litzinger, T., Lattuca, L. R., Hadgraft, R., & Newstetter, W. (2011). Engineering education and the development of expertise. Journal of Engineering Education, 100(1), 123-150. https://onlinelibrary.wiley.com/doi/pdf/10.1002/j.2168-9830.2011.tb00006.x
Liu, C. H., Gan, B., & Zhang, Y. E. (2015). Why “they” occupies the critical network positions?. Management Decision53(1), 100-123.‏
MacKnight, C. B. (2000). Teaching critical thinking through online discussions. Educause Quarterly, 23(4), 38-41.‏
Memarian, H. (2011a). Preparing goals and outcomes of engineering education. Iranian Journal of Engineering Education, 13(49), 43–69. [In Persian]
Memarian, H. (2011b). Deficiencies in Iran’s engineering education programs. Iranian Journal of Engineering Education, 13(50), 53–74. [In Persian]
Memarian, H. (2025). Recommendations to improve the quality of engineering education in Iran. Iranian Journal of Engineering Education26(104), 29-48.‏ https://doi.org/doi:10.22047/ijee.2024.447763.2065. [In Persian]
Meyers, C. (1986). Teaching Students to Think Critically. A Guide for Faculty in All Disciplines. Jossey-Bass Higher Education Series. Jossey-Bass Inc., Publishers, 433 California Street, Suite 1000, San Francisco, CA 94104-2091.‏
Michael, J. (2006). Where's the evidence that active learning works?. Advances in physiology education.‏
Michaelsen, L. K., Knight, A. B., & Fink, L. D. (Eds.). (2023). Team-based learning: A transformative use of small groups in college teaching. Taylor & Francis.‏
Mohammadi, R., Khodaei, E., & Eshaghi, F. (2024). The quantitative expansion of engineering education in Iran and the challenges of its quality enhancement. Iranian Journal of Engineering Education, 25, 105–128. https://doi.org/doi:10.22047/ijee.2024.432193.2040. [In Persian]
Motahari-Nejad, H. (2015a). Gap analysis between the current and desired status of engineering education: A case study of universities in Kerman Province. Iranian Journal of Engineering Education, 17(67), 1–21. [In Persian]
Motahari-Nejad, H. (2015b). Integrated curriculum: A necessity for engineering education (Establishing the bridge between knowing/doing/becoming). Iranian Journal of Engineering Education, 17(66), 17–38. https://doi.org/10.22047/ijee.2015.8008. [In Persian]
Motahhari Nejad, H., Ghourchian, N. G., Jafari, P., & Yaghoubi, M. (2012). Quality assurance standards of engineering education in Iran: a global approach. Iranian Journal of Engineering Education14(54), 21-42.‏ [In Persian]
Moursund, D. (2007). Introduction to problem solving in the information age. College of Education, University of Oregon. Ps-in-1A. pdf.‏ https://www.academia.edu/download/51936264/PS-in-IA.pdf
Narong, D. K., & Hallinger, P. (2024). The evolution of service learning in engineering education: a bibliometric review of research (1995–2023). European Journal of Engineering Education, 49(5), 834-855.‏ https://www.tandfonline.com/doi/pdf/10.1080/03043797.2024.2368148
Nasreddine, Z. S., Phillips, N. A., Bédirian, V., Charbonneau, S., Whitehead, V., Collin, I.,... & Chertkow, H. (2003). Montreal cognitive assessment. The American Journal of Geriatric Psychiatry
Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in higher education, 31(2), 199-218.‏ https://ucalearningandteaching.wordpress.com/wp-content/uploads/2015/04/nicol-macfarlane-dick-2006-seven-principles-of-good-feedback-practice.pdf
Nosich, G. M. (2012). Learning to think things through: A guide to critical thinking across the curriculum.‏
Oanh, T. T. H., Thuy, L. T., & Huyen, N. T. T. (2024). The effect of simulation-based training on problem-solving skills, critical thinking skills, and self-efficacy among nursing students in Vietnam: a before-and-after study. Journal of Educational Evaluation for Health Professions, 21.‏ https://synapse.koreamed.org/articles/1516088555
Okoli, C., & Pawlowski, S. D. (2004). The Delphi method as a research tool: an example, design considerations and applications. Information & management, 42(1), 15-29. https://doi.org/10.1016/j.im.2003.11.002
Pascarella, E. T., & Terenzini, P. T. (2005). How College Affects Students: A Third Decade of Research. Volume 2. Jossey-Bass, An Imprint of Wiley. 10475 Crosspoint Blvd, Indianapolis, IN 46256.‏
Paul, A., Wilson, S., Belham, C. M., Robinson, C. J., Scott, P. H., Gould, G. W., & Plevin, R. (1997). Stress-activated protein kinases: activation, regulation and function. Cellular signalling, 9(6), 403-410. https://www.academia.edu/download/43665937/Stress activated_protein_kinases_Activat20160312-26856-rusmnf.pdf.‏
Paul, R. W., Elder, L., & Bartell, T. (1997). California teacher preparation for instruction in critical thinking: Research findings and policy recommendations. https://files.eric.ed.gov/fulltext/ED437379.pdf
Paul, R., & Elder, L. (2006). Critical thinking: The nature of critical and creative thought. Journal of Developmental Education, 30(2), 34.
Paul, R., & Elder, L. (2008). Critical thinking: The art of Socratic questioning, part III. Journal of Developmental Education, 31(3), 34-35.‏ https://files.eric.ed.gov/fulltext/EJ832681.pdf
Paul, R., & Elder, L. (2019). The miniature guide to critical thinking concepts and tools. Rowman & Littlefield.‏
Peng, Y., Chen, C., & Huang, G. (2024). 2024 IEEE International Conference on Robotics and Automation (ICRA).‏
Peterson, J. (2024). Observing Coworkers’ Violations and Managers’ Discipline: The Effect of Violation and Punishment Severity on Coworkers. Journal of Leadership, Accountability & Ethics21(3).‏
Pettersson, H. (2020). De-idealising the educational ideal of critical thinking. Theory and Research in Education, 18(3), 322-338.‏ https://oulurepo.oulu.fi/bitstream/handle/10024/29245/nbnfi-fe202103197884.pdf?sequence=1
Pham, T. P., Van Nguyen, T., Van Nguyen, P., & Ahmed, Z. U. (2024). The pathways to innovative work behavior and job performance: Exploring the role of public service motivation, transformational leadership, and person-organization fit in Vietnam's public sector. Journal of Open Innovation: Technology, Market, and Complexity10(3), 100315.‏ https://www.sciencedirect.com/science/article/pii/S2199853124001094
Phipps, E., Prasanna, D., Brima, W., & Jim, B. (2016). Preeclampsia: updates in pathogenesis, definitions, and guidelines. Clinical Journal of the American Society of Nephrology, 11(6), 1102-1113. https://pmc.ncbi.nlm.nih.gov/articles/PMC4891761/
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychology, 82(1), 33.‏ https://www.academia.edu/download/11161825/self-regulated%20learning-motivation.pdf
Pithers, R. T., & Soden, R. (2000). Critical thinking in education: A review. Educational research, 42(3), 237-249.‏
Prince, E. S. (2019). 7 Skills for the Future: Adaptability, Critical Thinking, Empathy, Integrity, Optimism, Being Proactive, Resilience. Pearson UK.‏
Prince, M. J., & Felder, R. M. (2006). Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of engineering education95(2), 123-138.‏
Rahimi, G. (1999). Engineering education in future national development programs. Iranian Journal of Engineering Education, 1(3), 1–11. [In Persian]
Ralston, P. A., & Bays, C. L. (2015). Critical thinking development in undergraduate engineering students from Freshman Through Senior Year: a 3-Cohort Longitudinal Study. American Journal of Engineering Education6(2), 85-98.‏
Rayneri, L. J., Gerber, B. L., & Wiley, L. P. (2006). The relationship between classroom environment and the learning style preferences of gifted middle school students and the impact on levels of performance. Gifted child quarterly, 50(2), 104-118. https://doi.org/10.1177/001698620605000203
Rudd, R., Baker, M., & Hoover, T. (2000). Undergraduate agriculture student learning styles and critical thinking abilities: Is there a relationship?. Journal of agricultural education, 41(3), 2-12.‏ https://jae-online.org/index.php/jae/article/download/803/648
Sadler, D. R. (2016). Three in-course assessment reforms to improve higher education learning outcomes. Assessment & Evaluation in Higher Education, 41(7), 1081-1099.‏
Saldaña, J. (2021). The coding manual for qualitative researchers. https://www.karlancer.com/api/file/1689576529-m4EL.pdf
Salehi, K., & Golafshani, N. (2010). Commentary: Using mixed methods in research studies: An opportunity with its challenges. International journal of multiple research approaches4(3), 186-191.‏ https://doi.org/10.5172/mra.2010.4.3.186. [In Persian]
Schein, E. H. (2010). Organizational culture and leadership (Vol. 2). John Wiley & Sons.‏
Schoenfeld, A. H., & Sloane, A. H. (2016). Mathematical thinking and problem solving. Routledge.‏
Schunk, D. H., & Zimmerman, B. J. (1997). Social origins of self-regulatory competence. Educational psychologist, 32(4), 195-208.‏ https://core.ac.uk/download/pdf/149233980.pdf
Sebastian, J., & Huang, H. (2016). Examining the relationship of a survey based measure of math creativity with math achievement: Cross-national evidence from PISA 2012. International Journal of Educational Research, 80, 74-92.‏https://doi.org/10.1016/j.ijer.2016.08.010
Sharma, R., & Chauhan, R. Enhancing Creative Thinking in Higher Education through E-Learning Systems in Virtual Learning Environments.‏
Shute, V. J. (2008). Focus on formative feedback. Review of educational research, 78(1), 153-189.‏ http://myweb.fsu.edu/vshute/pdf/shute%202008_b.pdf
Slavin, R. E. (1996). Research on cooperative learning and achievement: What we know, what we need to know. Contemporary educational psychology, 21(1), 43-69.‏
Snow, C. E. (2010). Academic language and the challenge of reading for learning about science. science, 328(5977), 450-452.‏
Sobhaniyan, S., Rezaei, E., & Mosallinejad, L. (2015). The relationship between academic achievement of students at Jahrom University of Medical Sciences and participation in pre-university enrichment classes. Development of Education in Medical Sciences, 8(19), 53–61. https://sid.ir/paper/219366/fa
Soltani, A. (2013). A systemic approach to curriculum development and modernization in engineering education. Iranian Journal of Engineering Education, 15(59), 1–24. https://doi.org/10.22047/ijee.2013.3956
Soltani, A. (2013). Systems approach in curriculum development and renovation for engineering education. Majallah-i Amuzih-i Muhandisi-i Iran15(59), 1
Springer, L., Stanne, M. E., & Donovan, S. S. (1999). Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis. Review of educational research, 69(1), 21-51.‏ https://doi.org/10.3102/00346543069001021
Sriraman, B., & Juter, K. (2013). The interfaces of innovation in mathematics and the arts. In The Routledge International Handbook of Innovation Education (pp. 360-370). Routledge.‏
Sriraman, B., & Knott, L. (2009). The mathematics of estimation: Possibilities for interdisciplinary pedagogy and social consciousness. Interchange, 40(2), 205-223. https://doi.org/10.1007/s10780-009-9090-7
Starcke, K., & Brand, M. (2012). Decision making under stress: a selective review. Neuroscience & Biobehavioral Reviews36(4), 1228-1248.
Starko, A. J. (2021). Creativity in the classroom: Schools of curious delight. Routledge.
Sternberg, R. J. (1987). Liking versus loving: A comparative evaluation of theories. Psychological bulletin, 102(3), 331.‏
Strauss, A., & Corbin, J. (1990). Basics of qualitative research. Sage publications.‏ https://www.academia.edu/download/63418658/Basics_of_Qualitative_Research20200525-48749-xole4d.pdf
Strauss, A., & Corbin, J. (1998). Basics of qualitative research techniques.‏
Surapaneni, K. M. (2024). Innovative Self-directed, Problem-oriented, lifelong learning, Integrated Clinical case Exercise (SPLICE) modules promote critical thinking skills, early clinical exposure, and contextual learning among first professional-year medical students. Advances in Physiology Education, 48(1), 69-79. https://journals.physiology.org/doi/pdf/10.1152/advan.00211.2023
Tam, N. T. T., & Tien, T. N. (2024). Unveiling Critical Thinking Pedagogy: Classroom-Based Assessment Strategies in Higher Education. rEFLections, 31(3).‏ https://doi.org/10.61508/refl.v31i3.276846
Terenzini, P. T., & Reason, R. D. (2005, November). Parsing the first year of college: A conceptual framework for studying college impacts. In annual meeting of the Association for the Study of Higher Education, Philadelphia, PA.‏
Thomas, J. W. (2000). A review of research on project-based learning.‏ https://tecfa.unige.ch/proj/eteach-net/Thomas_researchreview_PBL.pdf
Tian, S., Wang, L., Shangguan, W., Ji, X., & Zhang, F. (2024). Assessing Undergraduates' Critical Thinking Disposition: A Top University in China as a Case Study. Journal of Higher Education Theory and Practice, 24(5), 82-98.‏ https://doi.org/10.33423/jhetp.v24i5.7055
Van den Beemt, A., MacLeod, M., & Van der Veen, J. (2020). Interdisciplinarity in tomorrow's engineering education. In 48th Annual Conference on Engaging Engineering Education, SEFI 2020: Engaging Engineering Education (pp. 61-74). European Society for Engineering Education (SEFI). https://research.tue.nl/files/250733490/61_74.pdf
Wang, P. (2020). A Reflective Learning Approach To Teaching Computer And Information Technology Courses. Issues in Information Systems, 21(2).‏ https://iacis.org/iis/2020/2_iis_2020_19-29.pdf
Willingham, D. T. (2007). Critical thinking: Why it is so hard to teach?. American federation of teachers summer 2007, p. 8-19.‏ https://eduq.info/xmlui/bitstream/handle/11515/19710/Crit_Thinking.pdf
Wu, T. T., Lee, H. Y., Li, P. H., Huang, C. N., & Huang, Y. M. (2024). Promoting self-regulation progress and knowledge construction in blended learning via ChatGPT-based learning aid. Journal of Educational Computing Research, 61(8), 3-31 https://journals.sagepub.com/doi/pdf/10.1177/07356331231191125
Zajacova, A., Lynch, S. M., & Espenshade, T. J. (2005). Self-efficacy, stress, and academic success in college. Research in higher education, 46, 677-706.‏ https://doi.org/10.1007/s11162-004-4139-z
Zhang, L. F. (2003). Contributions of thinking styles to critical thinking dispositions. The Journal of Psychology, 137(6), 517-544.‏ https://hub.hku.hk/bitstream/10722/53492/1/88592.pdf?accept=1
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2), 64-70.‏ http://dx.doi.org/10.1207/s15430421tip4102_2