Journal of Higher Education Research

In the recent few decades, critical thinking (CT) has been regarded as one of the main thinking skills utilised in academic fields and school learning. People usually need to think critically when they tend to solve a problem, assess an argument, decide about a belief, or make a decision (Valenzuela, Nieto, & Saiz, 2011). Critical thinking is a higher-order process, which requires self-determination, reflection, effort, self-control, and metacognition (Mertes, 1991, cited in Fahim & Hajimaghsoodi, 2014). CT also can help students organise their thinking structure, utilise supported standards and finally promote their thinking quality (Fahim & Hajimaghsoodi, 2014). This is why increasing numbers of universities and school establish critical thinking courses for students. Although critical thinking is a significant ability in academic learning, some students have not realise its importance. However, the element component skills of CT are deductive and inductive reasoning, problem-solving and decision making (Saiz & Rivas, 2008, cited in Valenzuela et al., 2011), which assist students when they are studying or doing researches. Thus, it is crucial to encourage students to think critically. For many students, although they have already required the skills of critical thinking, they are unwilling to use it in learning. Facione (2000) points out that some people may specialise in CT, but they are not interested in addressing an issue within critically way.