INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
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Humanities Teachers and Critical Thinking: Analyzing Their
Readiness for Modern Education
Tarimin Nashop, Karshima Louise Rangna'an, Nannim Dandam
TETFund Centre of Excellence for Innovative Teaching and Learning in Primary and Early Childhood
Education (T_CEIPEC), Federal College of Education, Pankshin, Nigeria
DOI:
https://dx.doi.org/10.47772/IJRISS.2025.910000029
Received: 11 June 2025; Accepted: 15 June 2025; Published: 03 November 2025
ABSTRACT
Critical thinking is increasingly recognized as a vital skill for navigating the complexities of the 21st century.
While the humanities—comprising disciplines such as literature, history, philosophy, and the arts—have long
been associated with promoting critical thinking, the readiness of humanities teachers to effectively teach and
cultivate this skill remains under explored. This study investigates the preparedness of humanities educators to
foster critical thinking in their classrooms, exploring the pedagogical strategies they employ, the challenges
they face, and the institutional support available to them. Using a mixed-methods approach, including surveys,
semi-structured interviews, and classroom observations, the research assesses the level of critical thinking
integration in humanities instruction across a sample of secondary and tertiary educators. Findings indicate that
while many teachers recognize the importance of critical thinking, their preparedness is often limited by
factors such as lack of professional training, rigid curricula, and the pressures of standardized assessments.
Despite these challenges, the study identifies promising practices, including Socratic questioning and textual
analysis, and highlights the potential for greater innovation in teaching critical thinking through
interdisciplinary approaches and digital tools. The study concludes with recommendations for improving
teacher training, curriculum design, and institutional support to enhance the teaching of critical thinking in the
humanities. These findings contribute to the ongoing discourse on the future of education, emphasizing the
need for a renewed focus on critical thinking as an essential competency in modern classrooms.
INTRODUCTION
In an age marked by rapid technological advancements, global interconnections, and increasingly complex
societal issues, the need for critical thinking skills has never been more urgent. As educational systems
worldwide strive to prepare students for this fast-changing world, the ability to think critically has emerged as
a cornerstone of effective learning. Critical thinking—defined as the capacity to analyze, evaluate, and
synthesize information in a reasoned and reflective manner—is crucial not only in academic settings but also
in navigating personal, professional, and civic life.
The humanities—comprising fields such as literature, history, philosophy, and the arts—have long been
associated with fostering critical thinking. These subjects encourage students to engage in deep reflection,
question assumptions, and explore multiple perspectives. However, despite the inherent potential of the
humanities to promote such skills, the actual readiness of humanities educators to effectively teach and
cultivate critical thinking in their classrooms is an area that requires significant attention.
Humanities teachers, who often function as the stewards of intellectual inquiry, face both opportunities and
challenges in facilitating critical thinking. On one hand, the very nature of humanities disciplines provides a
fertile ground for critical engagement, as students are invited to interpret texts, analyze historical events, and
grapple with philosophical questions. On the other hand, teachers may encounter obstacles such as rigid
curricula, standardized testing pressures, and limited professional development opportunities that hinder their
ability to focus on critical thinking.
This study seeks to explore the readiness of humanities teachers in promoting critical thinking, particularly in
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
Page 343
www.rsisinternational.org
light of modern educational reforms and the increased emphasis on interdisciplinary learning and digital
literacy. By investigating the preparedness of humanities educators to integrate critical thinking into their
teaching practices, this study aims to identify gaps in teacher training, challenges faced by educators, and
potential strategies for improvement.
The findings of this study will not only contribute to the broader conversation about critical thinking in
education but also provide practical insights for policy makers, educational leaders, and teachers themselves.
By examining the current state of humanities education and its capacity to foster critical thinking, the research
will offer recommendations to strengthen the alignment between teaching practices and the demands of
contemporary education.
Objectives Of The Study
1. To assess the current level of preparedness among humanities teachers in promoting critical thinking.
2. To identify the pedagogical strategies commonly employed by humanities teachers.
3. To examine the challenges humanities teachers, face in integrating critical thinking into their teaching
practices.
4. To offer recommendations for professional development and curriculum enhancement.
METHODOLOGY
Research Design: A mixed-methods approach was adopted to capture both quantitative data and qualitative
insights.
Population and Sample: The study targeted secondary and tertiary-level humanities teachers across urban and
rural settings. A stratified random sample of 150 teachers from 20 institutions was selected.
Data Collection Instruments: Survey questionnaire to assess perceived readiness, teaching practices, and
challenges. Semi-structured interviews with 20 participants for in-depth perspectives. Classroom observations
of 10 selected teachers to validate self-reported data.
Data Analysis: Quantitative data were analyzed using descriptive statistics and correlation analysis. Qualitative
data were coded and thematically analyzed.
LITERATURE REVIEW
The literature surrounding critical thinking in education, especially within the context of humanities teaching,
highlights both the importance of critical thinking skills and the challenges educators face in fostering these
skills. This review explores key themes related to the role of humanities in developing critical thinking, the
effectiveness of teaching strategies, and the barriers that hinder the integration of critical thinking in the
classroom.
The Importance of Critical Thinking in Education
Critical thinking is often defined as the ability to engage in reflective and independent thinking, which
involves analyzing, evaluating, and synthesizing information in a reasoned and logical manner (Paul & Elder,
2014). In the contemporary educational context, critical thinking is seen as an essential skill for preparing
students to navigate a rapidly changing world (Facione, 2015). It is not only a cognitive skill but also a
disposition that requires students to question assumptions, consider alternative viewpoints, and engage in
thoughtful decision-making (Brookfield, 2012).
The importance of critical thinking in education has been widely acknowledged by scholars, as it is
foundational for developing democratic citizens capable of engaging with complex social, political, and ethical
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
Page 344
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issues. As Nussbaum (2010) points out, the humanities, through their emphasis on interpretation, analysis, and
moral reasoning, are uniquely positioned to nurture these skills. However, as the educational focus has shifted
towards STEM (Science, Technology, Engineering, and Mathematics) fields in many regions, there is concern
that the critical thinking capacities fostered by the humanities are undervalued (Bauerlein, 2009).
Role of the Humanities in Fostering Critical Thinking
The humanities are traditionally seen as the academic disciplines that most directly cultivate critical thinking
skills. According to Nussbaum (2010), the study of literature, history, and philosophy encourages students to
engage in deep reflection on complex human experiences, ethical dilemmas, and societal issues. Through these
subjects, students learn to evaluate evidence, form reasoned arguments, and engage with multiple
perspectives—core components of critical thinking.
Humanities subjects also provide students with opportunities to examine historical events, philosophical ideas,
and cultural narratives, fostering skills in interpreting complex texts and ideas. As Paul and Elder (2014)
assert, critical thinking in the humanities is not simply about memorizing facts but about engaging students in a
process of inquiry that challenges them to analyze assumptions and construct reasoned arguments.
However, despite the potential of humanities education to promote critical thinking, there is growing concern
that the current state of humanities education in many parts of the world may not fully realize this potential.
According to Sivan and Ho (2017), the increasing focus on standardized testing and the push for measurable
outcomes in education may limit the scope for teaching critical thinking in humanities classrooms, which are
often seen as less directly tied to standardized assessments than subjects like mathematics or science.
Challenges in Teaching Critical Thinking in the Humanities
Numerous studies have identified significant barriers to effectively teaching critical thinking, particularly in
humanities classrooms. One major challenge is the lack of adequate teacher training in critical thinking
pedagogy. A study by Abrami, Bernard and Borokhovski (2015) found that while many educators understand
the importance of critical thinking, few have received formal training in how to teach it effectively. Without a
clear understanding of how to integrate critical thinking into their pedagogy, many teachers resort to traditional
methods of instruction that emphasize content delivery over skill development.
Furthermore, the demands of standardized curricula and high-stakes assessments often work against the goals
of critical thinking instruction. Teachers may feel compelled to focus on preparing students for exams, which
may not allow time for open-ended discussions, debates, or in-depth analysis (Schafersman, 1991). In such
environments, critical thinking becomes secondary to the immediate goal of achieving good test scores.
The passive nature of many students also poses a significant challenge to teaching critical thinking. Studies by
Facione and Gittens (2016) suggest that students often enter classrooms with a focus on rote learning and
memorization, rather than active, reflective engagement with course materials. This student passivity can be
exacerbated in classrooms where students are not encouraged to question assumptions or to think critically
about the material being presented.
Pedagogical Strategies for Teaching Critical Thinking
In response to these challenges, scholars have proposed various teaching strategies designed to foster critical
thinking. One of the most widely recognized approaches is the Socratic Method, which involves engaging
students in open-ended dialogue and asking probing questions to stimulate reflection and deeper
understanding. According to Paul and Elder (2014), the Socratic Method encourages students to articulate their
reasoning, consider alternative perspectives, and refine their thinking through discussion.
Other effective strategies include debate, case-based learning, and problem-based learning, all of which have
been shown to promote critical thinking by encouraging students to analyze information, evaluate competing
arguments, and collaborate with others to solve complex problems (Bailin, 2016). Additionally, textual
analysis and close reading of literary and philosophical texts are fundamental methods in the humanities that
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
Page 345
www.rsisinternational.org
encourage critical engagement with ideas, fostering the skills necessary for critical thinking (Brookfield,
2012).
Digital tools have also been proposed as valuable aids in promoting critical thinking in the humanities.
Research by Garrison and Anderson (2003) suggests that online collaborative platforms, digital storytelling,
and multimedia tools can help students engage with texts and ideas in new and interactive ways. These tools
not only facilitate access to diverse viewpoints but also encourage students to apply critical thinking in
dynamic and creative contexts.
Teacher Preparation and Professional Development
The literature emphasizes the need for targeted professional development to equip humanities teachers with the
skills and knowledge to effectively teach critical thinking. According to Brookfield (2012), teachers must
themselves be skilled critical thinkers in order to model and mentor these skills in their students. However,
many educators report a lack of opportunities for professional growth in this area, particularly in humanities
education (Abrami et al., 2015).
Effective teacher training programs must go beyond theory and include practical strategies for integrating
critical thinking into the curriculum. Teachers should be trained in active learning techniques, Socratic
questioning, and collaborative learning approaches, all of which can facilitate the development of critical
thinking skills. Moreover, training should also address the unique challenges faced by humanities teachers,
such as how to balance content delivery with skill development and how to foster critical thinking in a testing-
driven educational environment (Sivan & Ho, 2017).
The literature highlights the centrality of critical thinking in modern education and underscores the critical role
of the humanities in developing these skills. However, challenges remain in effectively preparing teachers to
teach critical thinking, due to issues such as inadequate professional development, rigid curricula, and student
passivity. To overcome these challenges, a more concerted effort is needed to train humanities teachers in
critical thinking pedagogy and to provide the resources and institutional support necessary to foster critical
thinking in the classroom.
FINDINGS
The findings of this study provide a comprehensive understanding of humanities teachers’ preparedness to
foster critical thinking in their classrooms. Through surveys, interviews, and classroom observations, several
key themes emerged regarding the teachers’ perceived readiness, the strategies they use, the challenges they
face, and the institutional support they receive. Below is a detailed breakdown of the findings:
Level of Readiness to Teach Critical Thinking
General Readiness: Approximately 64% of the surveyed humanities teachers reported a moderate level of
readiness to integrate critical thinking into their teaching practices. Of these, only 22% had received formal
training in critical thinking pedagogy, suggesting that while teachers are aware of its importance, many lack
the specific tools or formal instruction to incorporate it effectively into their teaching.
Confidence in Teaching Critical Thinking: While most teachers expressed confidence in their ability to engage
students in discussions that encourage reflection and analysis, many admitted to struggling with translating
these discussions into structured critical thinking exercises. Teachers with more experience and advanced
degrees reported higher levels of readiness, indicating that professional experience and academic qualifications
may influence preparedness.
Pedagogical Strategies Employed
Traditional Methods: Many teachers (around 70%) rely on traditional pedagogical methods such as Socratic
questioning, group discussions, and literary analysis to encourage critical thinking. These strategies are
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
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designed to engage students in reflective inquiry and promote deep engagement with texts, ideas, and historical
events.
Use of Technology: A smaller proportion of teachers (40%) reported using digital tools or online platforms to
support critical thinking development. These tools included interactive platforms for collaborative learning,
podcasts, and videos designed to spark discussion and analysis. However, the use of such tools was generally
limited due to a lack of training or resources, and many teachers felt hesitant about incorporating technology
into their classrooms.
Interdisciplinary Approaches: Only 30% of teachers integrated interdisciplinary approaches, such as
combining history with literature or philosophy, to encourage students to think critically across subjects.
Teachers who employed interdisciplinary methods felt that these approaches helped students understand
complex issues from multiple perspectives, enhancing their critical thinking skills.
Challenges Faced by Humanities Teachers
Curricular Constraints: The most common challenge (reported by 72% of teachers) was the rigid nature of the
curriculum. Many teachers felt constrained by standardized syllabus and exam-oriented teaching, which left
little room for flexibility in exploring topics that might foster critical thinking. As a result, teachers often
struggled to incorporate critical thinking into lessons that were predominantly focused on content delivery and
exam preparation.
Lack of Professional Development: Sixty-five percent of teachers reported insufficient opportunities for
professional development in the area of critical thinking. Although some teachers had attended general
pedagogical training, few had received specific guidance on teaching critical thinking. This lack of
professional development hindered teachers’ ability to adopt new methods or tools that could enhance their
instructional practices.
Student Passivity: Many teachers (58%) mentioned student passivity as a significant barrier. Students often
appeared disengaged in critical thinking exercises, with a preference for rote memorization and surface-level
understanding rather than deep analysis. This issue was particularly prevalent in settings where students were
primarily focused on grades and standardized test outcomes, rather than on the intrinsic value of intellectual
engagement.
Assessment Pressures: Teachers in institutions with high-stakes testing or standardized assessments also
reported feeling pressure to teach to the test, which made it difficult to focus on critical thinking skills. These
teachers felt that the emphasis on exam scores reduced their ability to encourage open-ended questions and
critical reflection in their students.
Institutional Support and Environment
Institutional Autonomy: Teachers working in private or semi-autonomous schools generally reported more
flexibility and support for implementing critical thinking strategies. They felt they had more freedom to
experiment with different teaching methods and interdisciplinary approaches. In contrast, teachers in public
schools with centralized curricula faced more constraints and less room for innovation.
Support for Professional Learning: Schools with active professional learning communities (PLCs) and
collaborative teacher networks showed higher levels of teacher preparedness. Teachers in these environments
were more likely to share best practices, participate in peer observations, and attend relevant workshops.
Conversely, in schools without strong professional development programs, teachers reported feeling isolated
and unsupported in their efforts to teach critical thinking.
Resources and Tools: A significant gap in resources was noted, with only 40% of teachers having access to
instructional materials or digital platforms that explicitly supported critical thinking development. Teachers
who had access to these resources felt more confident and effective in their teaching.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
Page 347
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Summary Of Key Findings
Moderate Readiness: Most humanities teachers are aware of the importance of critical thinking but lack the
specific training or support necessary to teach it effectively.
Traditional Pedagogies: Common teaching strategies, such as Socratic questioning and group discussions, are
used, but there is limited incorporation of digital tools and interdisciplinary approaches.
Curricular and Institutional Challenges: Rigid curricula, lack of professional development, and pressures
related to standardized assessments hinder the integration of critical thinking.
Institutional Support: Schools with strong professional learning communities and more autonomy provide
better support for teachers in fostering critical thinking.
These findings suggest that while humanities teachers possess foundational knowledge and practices for
teaching critical thinking, there are systemic barriers that prevent full integration of these skills in the
classroom. Addressing these challenges will require concerted efforts from policymakers, educational leaders,
and teacher development programs to equip teachers with the resources, training, and institutional support they
need.
RECOMMENDATIONS
Professional Development: Introduce targeted training programs on critical thinking instruction for humanities
teachers.
Curriculum Reform: Embed critical thinking outcomes into national curricula and assessment frameworks.
Institutional Support: Foster professional learning communities and resource-sharing networks among
teachers.
Pedagogical Innovation: Encourage use of digital tools, interdisciplinary methods, and project-based learning
to enhance critical engagement.
CONCLUSION
This study underscores the pivotal role humanities teachers play in fostering critical thinking—a skill essential
for preparing students to engage thoughtfully with the complexities of modern life. While many educators in
the humanities recognize the value of critical thinking, the research reveals a gap between their awareness and
actual preparedness. This gap stems from a combination of insufficient training, rigid curricula, and limited
institutional support.
Nonetheless, promising practices such as Socratic dialogue, literary analysis, and classroom debates indicate
that teachers possess foundational strategies that can be enhanced through targeted professional development
and curriculum reform. Schools that empower teachers with autonomy and encourage collaborative learning
environments tend to cultivate more readiness and innovation in critical thinking instruction.
To meet the demands of modern education, stakeholders must prioritize critical thinking not only as an
educational goal but as a pedagogical practice that is supported at every level—from teacher training
institutions to policy frameworks. Strengthening the capacity of humanities teachers will not only enrich
classroom learning but also contribute to the development of socially aware, analytically skilled, and
democratically engaged citizens.
ACKNOWLEDGMENT
This research was supported by the TETFund Centre of Excellence for Innovative Teaching and Learning in
Primary and Early Childhood Education (T_CEIPEC), Federal College of Education, Pankshin, Nigeria.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
Page 348
www.rsisinternational.org
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