Critical thinking in biology higher education: A systematic literature review of theoretical and instructional framework

Abstract

This study aims to identify research trends in critical thinking skill frameworks and instructional designs that contribute to enhancing the critical thinking abilities of biology students in higher education. This systematic literature review was conducted following the PRISMA (2020) guidelines, incorporating bibliometric analysis to explore the application of critical thinking skills in biology programs in higher education. The PICOS strategy framework was employed to assess the eligibility of systematically identified articles from the Scopus database. The results Bibliometric analysis via Biblioshiny software revealed that out of 199 identified articles, 11 met the inclusion criteria for further analysis. The key findings reaffirm that critical thinking skills are an essential component of biology education. However, there is variation in definitions and approaches depending on the framework adopted in each study. These findings suggest that while there is no universally standardized conceptualization of critical thinking skills in biology education, they remain an integral part of higher-order cognitive abilities. Overall, innovative learning models such as inquiry-based learning (IBL), problem-based Learning (PBL), and the reading, questioning, and answering (RQA) model, along with the integration of digital technologies such as digital mind mapping and localized instructional videos demonstrate significant contributions to enhancing critical thinking skills.