Barriers to Promoting Critical Thinking Skills: An Empirical Study of Female Pre-Service English Teachers’ Perceptions in Jouf University in Saudi Arabia

Abstract

Critical thinking (CT) is an essential life skill that needs to be instilled in young minds during their education years. This study explored pre-service English teachers’ perceptions of the barriers to promoting CT skills in Saudi classrooms and investigated potential solutions to these perceived barriers. The study used a qualitative research design. Data were collected by conducting semi-structured interviews with 25 female pre-service English teachers. The issues that emerged as barriers to the promotion and development of CT skills in classrooms related to the personality of students, teaching methods, and the culture of criticism. The study proposes measures to enhance the development of CT skills in the classroom, including modifications to the teaching methods courses that are offered in pre-service English programs and the changing of perceptions toward CT skills.