<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Abdullah Mohammad Alhowail</style></author><author><style face="normal" font="default" size="100%">Saad Eid Albaqami</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EVALUATION OF THE CRITICAL THINKING SKILLS OF SECONDARY SCHOOL STUDENTS IN SAUDI ARABIA</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Critical Thinking (CT)</style></keyword><keyword><style  face="normal" font="default" size="100%">mixed-methods research</style></keyword><keyword><style  face="normal" font="default" size="100%">Saudi Arabia</style></keyword><keyword><style  face="normal" font="default" size="100%">secondary education</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher-student interaction</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1708676434.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">82</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The present study examined critical thinking (CT) and its importance in Saudi secondary education. The sample included upper-secondary students and teachers in Riyadh, Saudi Arabia's capital and largest city. Qualitative and quantitative methods were used to study students' CT skill development, barriers to growth, instructors' views on CT advancement, and students' views on their CT skills. The study examines secondary school students' critical thinking development and impediments. It also examined teachers' perceptions of their students' progress in CT. The research collected quantitative data from 374 questionnaires and qualitative data from eight interviews. SPSS performed regression analysis on survey quantitative data. A thematic analysis was employed to evaluate qualitative interview data.  The quantitative findings from the surveys revealed uneven CT skills. The findings also showed that gender, Grade Point Average (GPA) and family background affect CT. The qualitative findings from the interviews with the teachers stressed the importance of collaborative programming and active student engagement in classroom activities to foster CT. Bullying and peer pressure hindered autonomous and CT, making it difficult for instructors to motivate and support students. The findings emphasised the importance of teachers in creating a safe learning environment and encouraging analytical thinking. Recommendations for improving CT in Saudi secondary education were proposed addressing several critical aspects of CT advancement, including curriculum development, teacher training, parental involvement, government-led extracurricular learning, teacher-student interactions, and gender equality in CT advancement. This study could help Saudi students develop CT skills to meet the challenges of the modern world. </style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">7-28</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Badr Alharbi</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SAUDI TEACHERS’ KNOWLEDGE OF CRITICAL THINKING SKILLS AND THEIR ATTITUDES TOWARDS IMPROVING SAUDI STUDENTS’ CRITICAL THINKING SKILLS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">attitudes towards critical thinking</style></keyword><keyword><style  face="normal" font="default" size="100%">Critical Thinking (CT)</style></keyword><keyword><style  face="normal" font="default" size="100%">Critical Thinking Skills (CTS)</style></keyword><keyword><style  face="normal" font="default" size="100%">Saudi Teachers (ST)</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2022</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/457-1657803223.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">80</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Saudi teachers are unsure how to include critical thinking into their classrooms.This study aimed at identifying the knowledge of Saudi teachers regarding critical thinking skills and exploring their attitudes towards improving Saudi students’ critical thinking skills. To identify if there are statistically significant differences at the level of significance (0.05) between the response averages of the study sample members about the degree of assessment of Saudi teachers about their knowledge of self-critical thinking skills due to the variables (specialization, experience, and gender), the quantitative approach was used employing a three-part questionnaire as the study’s instrument to achieve objectives. The first part gathered the demographic information of the participants focusing on three variables: “specialization,” “years of experience,” and “gender. The second part was designed to assess the participants' critical thinking abilities. The third part was to determine the participants’ attitudes about improving students’ critical thinking skills. The sample of the study consisted of (408) teachers (male and female) who were teaching at secondary school level in Hail City, Saudi Arabia during the academic year 2020-2021. The results revealed that the level of Saudi Teachers’ knowledge of critical thinking skills was high and that their attitudes towards improving students’ critical thinking skills were positive. Statistically, there were significant differences in favor of the “sciences specialization” versus the “humanities specialization” in the questionnaire’s two objectives. On the other hand, there were no statistically significant differences in the “gender” and “years of experience” variables.  For future research, there is still a need to further examine Saudi teachers’ critical thinking skills and their attitudes towards improving Saudi students’ critical thinking skills. Its relevance to e-learning and adaptable settings is also discussed. Future research could look into the many interactions between different learning methods and strategies utilized in the development of camel thinking.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">395-407</style></section></record></records></xml>