Valued in principle, constrained in practice: The critical thinking gap in theory-driven university courses

Abstract

Critical thinking appears in the graduate attribute statements of universities almost everywhere. Yet, little is known about what becomes of it inside compulsory theory courses, where the syllabus is prescribed, and the aims are explicitly values-laden. This study asked how far lecturers' endorsement of critical thinking matches what they report doing in Ideological and Political Theory Courses (IPTC) in Chinese universities. An explanatory sequential mixed-methods design was used. A validated questionnaire was completed by 362 IPTC lecturers drawn from 20 universities in Anhui Province, and 34 lecturers took part in semi-structured interviews. Questionnaire responses were analysed using descriptive statistics and Pearson correlations, while interview transcripts were analysed thematically. Cognitive elements attracted the strongest endorsement, with logic and reasoning at the top of the scale and dialogic and dispositional elements at the bottom. Endorsement fell towards the scale midpoint as soon as critical thinking was tied to the theory course itself. Reported enactment was modest, with nine of the ten practice items at or below the midpoint. Conceptions bore no relationship to reported practices (r = -0.006, p = 0.914), while attitudes showed a small association that reached statistical significance (r = 0.135, p = 0.010). Interview accounts traced the shortfall to coverage pressure, large classes, assessment orientation, limited training, and the perceived sensitivity of open critique. The critical thinking gap in theory-driven courses therefore appears structural in origin. Narrowing it will require curriculum and assessment redesign alongside sustained professional development, since lecturer attitudes are already favourable.