A case investigation into the promotion of critical thinking skills development in VET classrooms in one secondary state school

Abstract

This study explores the promotion of critical thinking skills development in VET classrooms in one secondary state school. Moreover, the critical thinking hats theory is given significance. Furthermore, the relevance of critical thinking when it comes to wellbeing and employment is identified. Additionally, teaching techniques of how critical thinking can be promoted is discussed. The motivation of the study is to provide insight of how critical thinking skills are being promoted in the VET classroom and also so that educators and concerned policy makers become more aware of the relevance of critical thinking. The researcher adopted a qualitative approach using semi-structured interviews and lessons observations, so that rich and in-depth information could be gained from participants. The selected participants were teachers, LSEs and students that are following Health and Social Care. The main themes were identified through thematic analysis and coding process. Main themes highlighted were teachers’ perception on critical thinking, the benefits and importance of critical thinking. Furthermore, the relevance of critical thinking for addressing mental health aspects and employment matters, teaching techniques to enhance critical thinking in the classroom in relation to VET and the challenges encountered during critical thinking implementation are given importance. Moreover, the teachers’ perception on critical thinking is remarked. The benefits and importance of critical thinking in relation to employment and mental health is highlighted. Teaching techniques and theories are discussed. It is concluded that the syllabus and criteria need to be structured according to the students’ ability so that there is more efficient time for critical thinking practices. Furthermore, there has to be more communication and awareness on critical thinking especially during COPE sessions and training for teachers. Students need to be provided with critical thinking sessions such as workshops, group works or debates.