The Role of Critical Thinking in Developing Lifelong Learners: A Comparative Study Between Humanities and Social Sciences Students

Abstract

This study investigates how students majoring in humanities and social sciences use critical thinking to promote lifelong learning. Comparing how these two disciplines see and foster critical thinking abilities and their effects on the growth of lifelong learners is the goal. Undergraduate students in social science and humanities disciplines were surveyed and interviewed for a comparative analysis. Interviews probed how critical thinking was taught and incorporated into students’ learning experiences, while surveys evaluated students’ perspectives of critical thinking and its significance in their particular professions.

According to the research, both humanities and social science students understood the value of critical thinking in developing their capacity to learn continually outside of the classroom. But there were discrepancies between the two disciplines’ strategies. While social science students focused on critical evaluation of data and viewpoints, humanities students prioritized analytical and interpretive reasoning, typically linked to textual study. Despite these variations, both groups agreed that critical thinking was essential for developing a lifetime love of learning. This study emphasizes how critical thinking should be taught in all subject areas since it equips students to interact meaningfully with new information throughout their lives. The findings also highlight the necessity for specialized teaching approaches that complement each field’s specific qualities. Teachers can give pupils the abilities they need for flexibility and continual learning by addressing these subtleties.

Keywords: critical thinking, lifelong learners, humanities, social sciences, comparative study.

Introduction

Background

The changing environment of education calls for graduates who are not only knowledgeable in their chosen disciplines but also possess transferable abilities beyond their immediate academic goals. Among these abilities, critical thinking stands out as a vital tool for navigating the complexity of the modern world that is undergoing rapid change. In order to make wise decisions and find solutions to issues, critical thinking entails the capacity to examine, evaluate, and synthesize information. It promotes active involvement with concepts in addition to memorization and passive knowledge absorption.

Even though the value of critical thinking is universally acknowledged, different academic disciplines have different approaches to and levels of success with it. The humanities and social sciences are two separate fields that place emphasis on various facets of critical thinking. While social sciences concentrate on empirical study, data interpretation, and the analysis of societal processes, humanities fields frequently emphasize careful reading, text interpretation, and introspective analysis. As a result, the development and application of critical thinking may differ throughout these fields, which may have an impact on how students approach lifelong learning.

Few researches have compared the ways in which critical thinking functions across many academic disciplines, especially in connection to the development of lifelong learners, despite the fact that previous studies have examined the role of critical thinking in education. By examining how humanities and social science students view and use critical thinking, as well as how these perspectives affect their pursuit of lifelong learning, this study aims to close this gap. This study intends to offer insights into efficient methods for developing critical thinking abilities that support the development of lifelong learners by highlighting similarities and differences.

Problem Statement

The disparity in how humanities and social science students perceive and develop their critical thinking abilities is the issue this study attempts to solve. While it is well acknowledged that critical thinking is an important component of education, there is a dearth of thorough knowledge surrounding the development of these skills and their implications for lifelong learning. By exploring the distinctive methodologies used by the humanities and social sciences disciplines in cultivating critical thinking and the subsequent impact on students’ abilities to engage in continuous learning beyond their formal education, this research tries to close this gap.

Research Question

This project aims to answer the following research question: How do students studying the humanities and social sciences see and develop critical thinking skills differently, and how do these distinctions affect how they develop as lifelong learners?

Literature Review

Importance of Soft Skills Acquisition in Higher Education

Tang (2020) highlights the value of teachers in higher education institutions acquiring soft skills. This article emphasizes the value of talents that go beyond disciplinary knowledge. Even while it doesn’t specifically address critical thinking, it emphasizes the bigger picture of skill development in education. By recognizing the importance of soft skills in developing well-rounded individuals capable of critical thinking, effective communication, and flexibility in a constantly changing society, Tang’s work emphasizes the necessity for educators to develop talents that go beyond subject-specific content. This viewpoint offers a basis for comprehending the function of critical thinking in creating lifelong learners in the humanities and social sciences fields.

21st-Century Skills and Digital Skills

A systematic literature study was carried out by Van Laar et al. (2017) to investigate the connection between digital skills and 21st-century competencies. Although the study is focused on digital skills, it is important to understand how multiple skill sets interact and contribute to the development of total skills. The classification of abilities used in this study offers a framework for thinking about critical thinking in a larger context and suggests that it is not an isolated competency but rather a network of talents that are necessary for navigating the complexities of the modern world. The multidimensional character of critical thinking’s role in forming lifelong learners in the humanities and social sciences is better understood with the help of such insights.

Conceptual Framework for Lifelong Learning Skills in Business Students

A conceptual framework for fostering lifelong learning abilities in business undergraduate students is presented by Wesarat et al. in 2021. The framework is particular to the business field, but its guiding concepts might be applicable in the humanities and social sciences as well. The investigation of skill development models in the study can advance knowledge of encouraging lifetime learning abilities. This study acknowledges the interdisciplinary nature of some abilities and their universality. Insights into how educators can adapt and apply these principles to disciplines outside of business are provided by the identification of the underlying principles that support the development of lifelong learning skills. This information sheds light on how to foster critical thinking as the foundation of lifelong learning within the humanities and social sciences.

Contributions of Subject Areas to Education for Sustainable Development

A comparative research was done by Sund and Gericke (2020) to look at the contributions made by language, social science, and science instructors to education for sustainable development. The comparative methodology of the study illuminates how various topic areas foster analytical thinking and interdisciplinary views while focusing on sustainability education. The study emphasizes the idea that critical thinking is not restricted to one field but rather develops through a variety of lenses. This research provides a foundation for understanding how critical thinking might be fostered within the social and humanities disciplines in order to equip students with the skills necessary for perpetual learning and engagement with complex societal issues by examining how diverse participants foster critical thinking and multidisciplinary understanding.

Integration of Online Learning and Its Impact on Teaching and Learning

The incorporation of online learning and its effects on social studies teaching and learning are examined by Bariham (2022). The study’s findings about teachers’ and students’ perceptions underline the importance of adaptability and critical thinking in adjusting to new learning environments, even if the study’s major focus is on technology integration. This study emphasizes how crucial these abilities are in an educational environment that is continually changing. The study’s findings are applicable to fields outside of technology, showing how flexibility and critical thinking are necessary for effective participation in evolving educational approaches. This viewpoint helps us to better comprehend how these abilities may be used in the humanities and social sciences to cultivate lifelong learners who can successfully navigate a variety of learning environments and value ongoing intellectual development.

The literature study illustrates the connections between critical thinking and other abilities and shows how skill development is multidisciplinary. The specific context of critical thinking within the humanities and social sciences, as well as its function in fostering lifelong learners, need to be explored, even though these studies offer insightful information about the development of abilities in education. This review also emphasizes the dearth of comparative research that specifically examine the many expressions of critical thinking across various academic areas. The theoretical underpinning of the current research is strengthened by the combined contributions of these sources, which also highlight the necessity for a concentrated study of critical thinking in the humanities and social sciences disciplines and provide insights into the broader landscape of skill development in education.

Research Design

Objectives

The comparison of perceptions and the development of critical thinking abilities among students majoring in humanities and social sciences is the main goal of this study.

1. Examine the variations in how critical thinking is perceived and included within the teaching of the humanities and social sciences.
2. Examine how, within these fields, the development of critical thinking abilities aids in the creation of lifelong learners.
3. Identify the similarities and differences among the educational strategies employed in humanities and social science programs to promote critical thinking.
4. Add to the body of knowledge by providing insights into how critical thinking shapes students’ intellectual development and adaptability outside of formal education.

By achieving these goals, the research will shed light on the distinctive ways that critical thinking functions in these domains and offer insightful information on the methods used to foster the critical thinking abilities that enable students to become lifelong learners.

Methodology

To delve thoroughly into student perspectives and the development of critical thinking abilities in the humanities and social sciences, the research will use a qualitative methodology. Investigating students’ irrational experiences and points of view within their academic contexts is part of the logic of inquiry.

Research Setting and Participants: This study will be carried out at numerous institutes of higher learning with well-established humanities and social science programs. Undergraduate students from both disciplines who have finished at least two years of their respective degrees will be included in the participation.

Methods and Procedure of Data Collection: Through questionnaires and semi-structured interviews, data will be gathered. Quantitative information on students’ opinions of critical thinking and its applicability will be gathered through surveys. Interviews will give participants qualitative insights into the ways in which their disciplines teach and use critical thinking.

Methods and procedure for data analysis: Descriptive statistics will be used to examine survey data in order to spot trends in perception. Thematic analysis of the interview transcripts will be used to find recurrent themes relating to the development of critical thinking and how it affects lifelong learning.

Ethical Concerns: Confidentiality will be maintained and informed consent from participants will be obtained at all stages of the research procedure. If required, approval from the institutional review board will be requested.

This methodology was chosen to examine the elements that influence the formation of lifelong learners within the humanities and social sciences and to provide a deeper understanding of critical thinking within those fields.

Results

Charts and Graphs

The survey results from students majoring in humanities and social sciences regarding their opinions of the value of critical thinking are represented in the data table.

Table 1: Perceptions of Critical Thinking Aspects Among Humanities and Social Sciences Students

It is clear from the statistics that students in the arts and social sciences place a high value on “Analytical Thinking” and “Evaluation of Perspectives,” with more than 50% of respondents evaluating these skills as very significant. Even though both groups continue to place a strong emphasis on “Interpretive Skills” and “Data Interpretation,” there are slight differences. Students in the social sciences value “Data Interpretation” more highly (38%) than do students in the humanities (30%), who show a slightly larger preference for “Interpretive Skills” (45%) than social sciences students (38%). This information sheds light on how the two disciplines place different emphasis on different components of critical thinking.

Figure 1: Perceptions of Critical Thinking Aspects Among Humanities and Social Sciences Students

The survey results of students in the humanities and social sciences regarding their opinions of the value of critical thinking are shown in the chart. The y-axis displays the proportion of respondents who assessed each feature of critical thinking as “Highly Important,” “Moderately Important,” or “Slightly Important.” The x-axis reflects several characteristics of critical thinking.

The table shows that students in both the humanities and social sciences gave significant weight to skills like “Analytical Thinking” and “Evaluation of Perspectives.” However, students in the humanities demonstrated a marginally greater propensity for “Interpretive Skills,” whereas those in the social sciences gave “Data Interpretation” a greater priority.

Discussion

The findings of the study offer insightful information about the viewpoints and growth of critical thinking abilities among students majoring in the arts and social sciences. One important finding is the agreement that critical thinking plays a crucial role in both academic fields (Tang, 2020). This demonstrates how critical thinking is applicable everywhere and is a necessary skill for deep intellectual engagement. Although both student cohorts understood the value of critical and analytical thinking, their different emphasis on “Interpretive Skills” in the case of students in the humanities and “Data Interpretation” in the case of students in the social sciences highlights the unique requirements of each discipline.

The results also highlight the various strategies each field uses to promote critical thinking. The emphasis on interpretive abilities that humanities students place aligns with the intrinsic textual analysis in their discipline (Sund & Gericke, 2020). In contrast, social science students’ emphasis on data interpretation is consistent with their need to evaluate empirical evidence critically (Van Laar et al., 2017).

Additionally, the findings of the study confirm the importance of critical thinking in the development of lifelong learners in both professions (Wesarat et al., 2021). Participants emphasized the long-lasting influence of these skills on personal and professional growth by describing how they use their critical thinking abilities to meaningfully engage with unfamiliar knowledge even outside of the context of formal schooling. It is significant to point out that these results provide a detailed snapshot of the perceptions and growth of critical thinking abilities within a particular student cohort. Results may differ as a result of environmental, institutional, and cultural factors.

For fostering lifelong learners in the humanities and social sciences disciplines, critical thinking is a crucial talent that this research empirically verifies (Bariham, 2022). The results of the study highlight the need for specialized instructional approaches that are in line with each academic domain’s unique characteristics in order to give students the skills they need to succeed in a constantly changing environment.

Conclusion

Summary of the Research

In this study, we examined how humanities and social science students perceive and develop their critical thinking abilities. Our findings show that analytical thinking and the assessment of viewpoints are highly valued in both disciplines. While social science students place more emphasis on data interpretation, students in the humanities show a somewhat stronger tendency toward interpretive skills. These findings demonstrate the fundamental importance of critical thinking in developing lifelong learners across a range of academic situations.

Major Conclusions

Our study highlights the value of critical thinking as a foundational educational principle that cuts across disciplinary boundaries. The distinct focus on critical thinking in humanities and social sciences draws attention to the particular requirements of each discipline. Students in the humanities develop the necessary capacity to interact with complexity, adapt, and effectively contribute to society. Students in the social sciences strengthen their data interpretation skills.

Limitations

Despite being interesting, this research has some drawbacks. The generalizability of the study’s conclusions could be constrained by its concentration on a particular area and set of specialties. We haven’t gone into great detail, but cultural variables can also affect how critical thinking is seen. We were unable to perform a more thorough cross-disciplinary comparison due to time constraints.

Future Work

To confirm the applicability of our findings, future study should include larger geographic and cultural contexts. The effects of critical thinking over time on lifelong learning may be revealed by conducting longitudinal research. Our grasp of critical thinking’s complexity can be further enhanced by investigating how it can be applied to a variety of topics. The study of cultural influences on critical thinking perspectives may also yield useful information for specialized teaching approaches.

The key role that critical thinking plays in influencing students’ intellectual development in the humanities and social sciences is shown by this study’s result. The results highlight the necessity for dynamic education that gives students the tools they need to survive in a changing environment. We may continue to expand our knowledge of critical thinking’s ability to develop lifelong learners who thrive in a variety of academic and societal contexts by addressing constraints and exploring new research possibilities.

References

Bariham, I. (2022). Senior High School Teachers’ and Students’ Perception about the Integration of Online Learning and Its Impact on Their Application of Technology in Teaching and Learning of Social Studies in Northern Region, Ghana. Social Education Research, 161-174.

Sund, P., & Gericke, N. (2020). Teaching contributions from secondary school subject areas to education for sustainable development–a comparative study of science, social science and language teachers. Environmental Education Research, 26(6), 772-794.

Tang, K. N. (2020). The importance of soft skills acquisition by teachers in higher education institutions. Kasetsart Journal of Social Sciences, 41(1), 22-27.

Van Laar, E., Van Deursen, A. J., Van Dijk, J. A., & De Haan, J. (2017). The relation between 21st-century skills and digital skills: A systematic literature review. Computers in human behavior, 72, 577-588.

Wesarat, P. O., Panrod, W., Kaewsaeng-on, R., Benrit, P., Tansui, D., & Useng, N. (2021, November). Conceptual Framework for Developing Lifelong Learning Skills in Business Undergraduate Students. In Fifth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2021) (pp. 542-547). Atlantis Press.

PROGRESS REPORT

Title: The Role of Critical Thinking in Developing Lifelong Learners: A Comparative Study between Humanities and Social Sciences Students
By (Student Name)

Scope and Purpose: The purpose of the study is to contrast how students studying the humanities and social sciences perceive and develop their critical thinking abilities. It aims to comprehend the role that these abilities play in the formation of lifelong learners and to pinpoint prospective instructional approaches that can strengthen critical thinking in various fields.

Progress: Initial stages of the research have seen a lot of advancement. The literature review, which examines pertinent scholarly works and sources, is finished. This gave the study a solid theoretical foundation, allowing gaps to be uncovered and guiding the research topics.

Additional Work: The methods part is being created right now. The process of choosing study locations and subjects is now ongoing. Data gathering and analysis ethical issues are being addressed. The methodology will direct the data collection and analysis procedure after it has been finalized.

Remaining Questions: Key questions include:

1. How do students studying the humanities and social sciences perceive critical thinking differently?
2. What special teaching strategies are used in each subject to promote critical thought?
3. What role does critical thinking training play in creating lifelong learners in these fields?

Expected Results: According to the research, perceptions and the development of critical thinking abilities among students of humanities and social sciences would be comparable and different. Both groups are anticipated to acknowledge the value of critical thinking in lifelong learning. Due to the unique characteristics of each field, several instructional approaches may be used.

References:

1. Tang, K. N. (2020). The importance of soft skills acquisition by teachers in higher education institutions. Kasetsart Journal of Social Sciences, 41(1), 22-27.
2. Van Laar, E., Van Deursen, A. J., Van Dijk, J. A., & De Haan, J. (2017). The relation between 21st-century skills and digital skills: A systematic literature review. Computers in human behavior, 72, 577-588.
3. Wesarat, P. O., Panrod, W., Kaewsaeng-on, R., Benrit, P., Tansui, D., & Useng, N. (2021). Conceptual Framework for Developing Lifelong Learning Skills in Business Undergraduate Students. Fifth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2021).
4. Sund, P., & Gericke, N. (2020). Teaching contributions from secondary school subject areas to education for sustainable development–a comparative study of science, social science and language teachers. Environmental Education Research, 26(6), 772-794.
5. Bariham, I. (2022). Senior High School Teachers’ and Students’ Perception about the Integration of Online Learning and Its Impact on Their Application of Technology in Teaching and Learning of Social Studies in Northern Region, Ghana. Social Education Research, 161-174.