The present study explores university teachers’ understanding and experiences in developing critical thinking among students in higher education. To investigate how educators perceive and encourage critical thinking in the classroom, a qualitative phenomenological research approach was employed. Fourteen higher education teachers, lecturers, and university professors from different cities and disciplines at the tertiary level were selected for this purposive sample. In-depth semi-structured interviews were used to achieve a more nuanced understanding of how they conceptualise and practice challenging the critical thinking concept. Data were transcribed and subject to a thematic analysis aimed at identifying patterns/themes. The results showed that the majority of teachers had a good understanding of the concept of critical thinking and were well aware of its significance in fostering intellectual development, improving problem-solving ability, and encouraging independent learning. Collaborators described using class discussions, question-and-answer sessions, cases, and reflective activities to strengthen students' analysis and evaluation skills. Despite this will and intention, teachers pointed out contextual-institutional obstacles that do not always consistently foster critical thinking. In general, the research highlights how important teachers are and can be (or, on the other hand, are not) in the development of critical thinking skills through GE and calls for continual provision of support and training by HE institutions to enhance this crucial skill.
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