Abstract
The paper examined the pivotal role of critical thinking as a catalyst for educational development in Nigeria within the context of the 21st century. As global education systems transitioned to meet the demands of innovation-driven and knowledge-based economies, there is an urgent need for Nigerian education to shift away from rote memorization and exam-focused learning toward fostering learners' intellectual autonomy, creativity, and problem-solving abilities. Critical thinking, broadly defined as the ability to objectively analyze, evaluate, and synthesize information, had become a cornerstone of educational excellence in advanced systems worldwide. The paper started by defining critical thinking, highlighting its core characteristics such as logical reasoning, analytical thinking, and reflective judgment. It further explored conceptual dimensions, including evaluation, inference, interpretation, and decision-making, all of which were crucial for active and meaningful learning. The paper also identified major challenges to the development of critical thinking in Nigeria, including outdated curricula, poor teacher preparation, a culture of rote learning, and lack of access to digital tools. In response, the paper proposed strategic interventions such as curriculum reform, teacher training, the adoption of inquiry-based learning models, and ICT integration. Ultimately, the paper advocated for a paradigm shift in Nigeria’s educational philosophy—one that embraced critical thinking not merely as a cognitive skill but as a fundamental pillar of lifelong learning, democratic citizenship, and sustainable national development.
2025-09-10
Vol. 1 Issue No. 3 September 2025
Articles
Vol. 1 Issue No. 3 September 2025
/ ArticleCRITICAL THINKING AS AN INSTRUMENT FOR EDUCATIONAL DEVELOPMENT IN NIGERIA IN THE 21ST CENTURY
ATIKU, Umar
Department of Educational Foundation Federal College of Education, Katsina
sarkinburmi@gmail.com
KANKIA, Hussaini Adamu
Department of Educational Foundation Federal College of Education, Katsina
ABDULKADIR, Bashar
Department of Sociology of Education Faculty of Education and Extension Services Usmanu Danfodiyo University, Sokoto