Investigating Moroccan EFL University Professors’ Understanding of Critical Thinking Skills

Abstract

This study examines Moroccan EFL university professors’ understanding of critical thinking and their perceptions of its importance in higher education. Addressing a gap in existing research, the study explores how professors define CT and evaluate its role in the teaching-learning process. Data were collected from 100 professors through an open-ended questionnaire and analysed using thematic analysis. The results show that professors view CT as vital for fostering independent thought, improving problem-solving skills, and preparing students for real-world challenges. The study highlights the importance of critical thinking in promoting active, reflective learning and concludes that it is a critical component of higher education, with implications for teaching practices and curriculum development.