Critical thinking in education
cross-cultural perspectives and analysis of aggregated PISA indicators
DOI:
https://doi.org/10.22633/rpge.v29iesp4.20775Keywords:
Critical thinking, Cross-cultural comparison, Education policy, PISA, SlovakiaAbstract
The paper analyses the development of critical thinking in the Slovak education system using cross-cultural evidence from PISA and PIAAC. As these assessments do not directly measure critical thinking, the study adopts proxy indicators such as reading literacy, problem-solving and creative thinking. Based on comparative secondary analysis of OECD datasets, the findings show a sustained decline in Slovak reading literacy, a high share of low performers, below-average creative thinking results and weaker adult problem-solving skills. The evidence points to persistent gaps in higher-order cognitive skills. Cross-country patterns indicate alignment with global dynamics driven by digitalisation, socioeconomic inequality and shifting learning behaviours. The paper recommends systemic reforms centred on curriculum redesign, teacher development, early interventions and structured support for dialogic and inquiry-based pedagogies. Strengthening critical thinking is framed as a strategic priority for academic performance, labour-market competitiveness and societal resilience.
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