The Research Dialogue

Author(s): Capt. (Dr.) Pravesh Kumar¹, Dr. Suniti Lata² & Kirti Raje Bajaj³

DOI: https://doi.org/10.64880/theresearchdialogue.v5i1.01

Abstract

    This study explores teachers’ beliefs about the use of critical thinking strategies in secondary education. The research examines how these beliefs vary across subject areas, factors influencing teachers’ confidence in implementation, perceived relationships between critical thinking strategies and student engagement, and alignment with educational policies. Key findings indicate that teachers’ beliefs significantly impact the implementation of critical thinking activities, with variations across subjects and student populations. Teachers rated high-CT activities as more effective, but showed bias towards high-advantage learners. Factors influencing beliefs include time constraints, curriculum pressures, and teacher preparedness. Visual Thinking Strategies were perceived positively for supporting vocabulary development and participation. The study revealed mixed alignment between teachers’ beliefs and educational policies, highlighting the need for targeted teacher education emphasizing equitable use of critical thinking strategies. Cultural factors were found to influence beliefs, suggesting the need for culturally sensitive approaches. Future research directions include longitudinal studies on belief evolution and classroom practice translation.

Keywords: Critical thinking strategies , Secondary education , Teachers’ beliefs ,Student engagement , Educational policies , Cultural influences

Cite this Article: 

Capt. (Dr.) Pravesh Kumar¹, Dr. Suniti Lata² & Kirti Raje Bajaj³ , “Teachers’ Beliefs About the Use of Critical Thinking Strategies in Secondary Education”The Research Dialogue, Open Access Peer-reviewed & Refereed Journal, Pp.01–07, Volume-05, Issue-01, April-2026.