Abstract
Enhancing critical thinking in education has been a global priority, leading many countries, including Saudi Arabia, to implement specialized programs across all educational levels. Research consistently highlights that teachers’ knowledge and preparedness are crucial factors influencing the effectiveness of these initiatives. However, limited research has examined Saudi teachers’ understanding of critical thinking education and their professional development needs, creating a gap in evaluating the success of national efforts. This study investigates the knowledge levels and training needs of regular teachers (RTs) and gifted program teachers (GPTs) in Saudi elementary schools. A mixed-methods approach was employed, incorporating survey data from 233 GPTs and 700 RTs, along with semi-structured interviews with 20 GPTs and 20 RTs, selected through a multi-stage sampling process. Findings revealed significant differences between RTs and GPTs, with GPTs demonstrating greater expertise in critical thinking education, while RTs exhibited a substantial need for professional development in this area. Qualitative analysis of interview data reinforced these findings, providing deeper insights into the factors influencing teachers’ knowledge and training needs. The study highlights the necessity of targeted professional development programs to equip regular teachers with essential competencies in critical thinking education. It offers recommendations for policy and practice, along with directions for future research to enhance the effectiveness of teacher training initiatives in Saudi Arabia.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Past and Present in the Humanistic Education
KEYWORDS
Teachers’ Knowledge, Critical Thinking, Saudi Arabia
