A Comparative Study of Critical Thinking Skills among Male and Female University Teachers and Students in South Punjab

Abstract

This research examined the critical thinking skills of teachers and students at the university in South Punjab, Pakistan, considering the differences between the genders. Although the value of critical thinking as a key to academic success is evident, the Pakistani educational system remains dedicated to rote memorisation at the cost of training higher-order thinking abilities. With a quantitative design, 382 respondents were sampled, and they comprised male and female teachers and students in six public universities. The results showed that respondents had good interpretation, understanding, analysis and evaluation abilities; mean scores were always above average. Participants claimed to be able to recognise main ideas, distinguish between facts and opinions, understand that certain assumptions are hidden, and determine the credibility of sources. Although teachers and students showed a high level of both developed and active critical thinking skills, the findings reported by both teacher groups emphasised the necessity to enhance the incorporation of critical pedagogy in the curriculum and professional development. The authors have concluded that gender-inclusive learning environments and lifelong education of teachers are crucial to empower critical thinking throughout higher education.