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Ranking in GCC for critical thinking in teaching 2019, by country

Ranking in the gulf cooperation council region for critical thinking in teaching in 2019, by country.

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Queensland schools need to develop essential critical thinking, experts say

Queensland schools need to urgently overhaul the way they teach critical thinking to ensure students are better prepared for further study and jobs, according to experts.

Key points:

• There are renewed calls for critical thinking to be better taught in schools
• The Australian Curriculum for Foundation to Year 10 is currently being reviewed
• The national and Queensland curriculum authorities say critical thinking is already embedded in the curriculum

University of Queensland senior lecturer in philosophy Peter Ellerton said schools were operating like factories, focusing on transferring content rather than developing the essential critical thinking skills of their students.

He said teachers had become subject to a compliance-based curriculum and need more autonomy in the classroom.

"While critical thinking is written in the general capabilities of the curriculum as an imperative, there's very little information on how it should be implemented in the classroom," Dr Ellerton said.

"We've got to give up the idea of the classroom as simply a place where knowledge is transmitted and move to one to where students are trained in the skills of inquiry," he said.

Dr Ellerton is the curriculum director of UQ's Critical Thinking Project, which provides training for teachers and schools to develop critical thinking in education.

Throughout the project, which has engaged with hundreds of Queensland schools and national and international educators, Dr Ellerton said embedding critical thinking in learning led to improved student outcomes in subject performance and participation at school and university.

Part of the review

It comes as the Australian Curriculum, Assessment and Reporting Authority (ACARA) is reviewing the Foundation —Year 10 curriculum, set to be completed by 2022.

In a statement, an ACARA spokesperson said the Australian Curriculum already explicitly included critical thinking.

"On the Australian Curriculum website materials are provided to help teachers understand the nature, scope and sequence of the general capabilities and to plan for their development across learning areas," the spokesperson said.

"Advanced thinking is part of the review of the Australian Curriculum and the general capabilities (including critical and creative thinking) are being reviewed and updated to reflect current research and feedback.

"ACARA is fortunate to have some of the country's top experts in critical and creative thinking advising us as part of the consultation process for the Review."

'Educational imperative'

Deborah Brown, a professor at UQ and director of the Critical Thinking Project, echoed the call for a revamp on critical thinking in education.

She said for critical thinking to work, there must be time and space within the curriculum and classroom for teachers and students to develop those skills.

Professor Brown added that critical thinking was foundational to the "21st-century skills" students needed in future employment.

"Given the need to build robust knowledge economies, this is actually an educational imperative, otherwise we're just going to fall behind . It's absolutely crucial that we change direction," she said.

Opportunities exist

Queensland Curriculum and Assessment Authority chief executive Chris Rider said there were many opportunities for teachers to develop students' critical thinking skills.

"These opportunities are clear in the general capabilities of 'Critical & creating thinking' embedded in the Australian Curriculum that's used in Queensland primary and junior secondary schools," he said.

"And the QCAA's new syllabuses for Years 11-12 are underpinned by 21st century skills such as critical and creative thinking, communication, teamwork and ICT."

Mr Rider said the syllabuses encouraged teachers to make connections between 21st century skills and the subject they were teaching, and provide learning activities that supported students to develop these skills.

"We continue to support teachers across P-12 with online resources and professional development activities that encourage the development of 21st century skills in schools," he said.

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Revealed: Global best and worst at 21st-century skills

A new report reveals the latest global education rankings for school systems around the world that best develop young people’s “future skills” such as creativity, entrepreneurship, communication and collaboration.

As in 2018, Finland has retained its peak position in the global rankings of 50 developed and developing countries - the Worldwide Educating for the Future Index, (WEFFI).

News:   Just 2 Asian countries in top ten for future skills

News:   UK falls five places in global education rankings

Yidan:   Call to reform teacher training to embed research  

Sweden, meanwhile, has improved its position, moving from fourth place last year to second in 2019, while New Zealand has remained in third place overall.

Some of the larger, developed countries saw a fall in their ranking overall. The United Kingdom fell from tenth to 15th place, while the US fell to 22nd place from 18th last year. France fell from ninth place to 14th, while Russia fell from 26th to 33rd place.

However, some countries significantly improved their performance, with Peru rising ten places from 34th to 24th place, and Indonesia rising from 43rd place to 28th.

China and India also improved their position since last year, although China’s performance is notably lower than its successes in the global 2018 Pisa rankings - the Programme for International Student Assessment - where it came top.

“The third edition of the index shows that while more economies have incorporated the future skills agenda into their education policies over the past two years, policy implementation still remains weak in many nations,” Georgia McCafferty, editor of the report, said.

“The index assesses whether school systems equip pupils with “future-oriented skills”, such as critical thinking, communication, entrepreneurship and creativity, assessing young people aged between 15 and 24 in 50 countries.

The study was carried out by the Economist Group and commissioned by the Yidan Prize Foundation, which was founded by tech billionaire Charles Chen Yidan.

Rank (2018)

New Zealand

Netherlands

Switzerland

(7 - joint with Singapore)

Hong Kong SAR

South Korea

Philippines

South Africa

Saudi Arabia

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Evaluating critical thinking of English learners using modern technologies and GTMA

• Published: 15 April 2023

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• Fengying Peng   ORCID: orcid.org/0000-0001-7279-4952 1  

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The paradigms of teaching and learning are undergoing a rapid transition in the present era of information and communication technology, and this is also true for the study of the English language. Through the use of approaches like flipped learning, blended learning, and a content-based approach, the learners can be given a very suitable environment. However, the most likely option for an efficient learning process is the growth and promotion of critical thinking (CT) in pupils. It encourages kids to reason clearly and make intelligent decisions. The goal of the current study is to analyze and provide an overview of the numerous methods and skills that can help language learners develop their critical thinking. It was determined that the attitudes and knowledge of the teachers play a significant role in the development of the class’s thinking mindset. The improvement of the candidates’ problem solving and thinking skills is greatly helped by improved teaching methodologies and assessment methods. The proposed study has identified a number of features after thoroughly examining the existing research on the development of CT in English language learning, and significant features were selected from them. With the use of the chosen features and the application of the graph theory matrix approach (GTMA), the alternatives were ranked in order of preference. The current investigation has taken this into account and provided a thorough summary of the information currently available on the research topic. The research shows a variety of ways to analyze text so that students can come up with new ideas about the topic.

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1. Foreign Language Research Joint Project of Social Science Foundation of Hunan Province (No. 2021WLH35). 2. Teaching Reform Project in colleges and universities of Hunan province (No. HNJG-2020-1208).

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Peng, F. Evaluating critical thinking of English learners using modern technologies and GTMA. Soft Comput (2023). https://doi.org/10.1007/s00500-023-08127-7

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Accepted : 28 March 2023

Published : 15 April 2023

DOI : https://doi.org/10.1007/s00500-023-08127-7

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Lack of critical thinking makes Thailand's competitiveness ranking slip

Thailand could improve its competitiveness among nations by tackling its weakest points – a lack of critical thinking in teaching, failure to dominate any markets, and unsafe drinking water, according to switzerland-based world economic forum..

Thailand’s ranking among 141 economies has dropped to 40th place from 38 in 2018 in the just-released WEF Global Competitiveness Index.

Singapore tops the rankings, overtaking the United States, while Vietnam jumped 10 spots to 67th place, according to a survey by the WEF, which seeks to promote public-private cooperation. Kobsak Pootrakool, deputy secretary-general to the prime minister for political affairs, on Wednesday (October 9) acknowledged Thailand’s ranking slipping even as some scores rose. “It’s like a running competition – if our pace is slower, others will overtake us, so we have to run faster,” he said. Assistant Professor Wilert Puriwat, dean of the Chulalongkorn Business School, which is allied with the WEF, said that, If Thailand wants to improve its ranking, labour skills must be improved.  “The survey found that skills among new university graduates have declined, especially in the area of critical thinking,” he said. The way students are taught needs to change, he said, noting that Thailand’s score on critical thinking in the classroom was the world’s lowest at 37 out of 100 points. In assessing skills possessed by the future workforce, the survey names Finland first for critical thinking in teaching, with 89 points. “We’ve failed the exam and it can’t be fixed by simply retaking the test – we need to restart learning,” Wilert said, alluding to Thai students routinely performing poorly on tests compared to foreign counterparts, a lag blamed on the traditional reliance here on rote learning through memorisation. The WEF urged Thailand to encourage creative and critical individual thinking in the classroom instead. Finland ranks second for skills of current workforce, scoring 75.8 points compared to Thailand’s 52.2. The WEF recommended better staff training and increased attention to digital skills. Noting the only a few large Thai companies dominate the domestic market, muscling aside smaller contenders, Wilert said Switzerland provides a model for spreading dominance among many firms by helping smaller ones gain market share. Switzerland ranks first in the sharing of market dominance, he noted. “This will take time since the few big firms have dominated the market for so long,” he said. Although tap water has become widely available widely across the country, it is not as safe to drink as that found in developed countries, said Wilert. The index covers four main categories.  First is proving an “enabling environment” and assesses institutions, infrastructure, ICT adoption and macroeconomic stability. Second is “human capital” and examines health and skills.  In the third, product markets, the labour market, the financial system and market size are compared. Fourth is the “innovation ecosystem”, which looks at business dynamism and capacity for innovation.  In all there are 103 separate factors examined for which up to 100 points can be awarded. Thailand’s 68.1 GCI ranking places it in the top 40 among the 141 economies surveyed, but it it progressing more slowly than other countries, Wilert noted.

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Hugh Jackman is returning one last time as everyone’s favorite clawed mutant this July when he appears alongside Ryan Reynold in the highly anticipated  Deadpool and Wolverine  sequel. For fans of the Marvel Cinematic Universe it will be this year’s first and only entry in the record-breaking franchise.

That’s because the CEO of Marvel parent company Disney has had enough of the recent spate of mediocrity that has the industry debating the question of  superhero fatigue . Publicly naming and shaming his golden goose during his fiscal Q2 investor call, Bob Iger said it was time to clip its wings after the most recent film,  The Marvels , suffered a  record-poor box office .

“I’ve been working hard with the studio to reduce output and focus more on quality,” the Disney boss said in a frank admission reminiscent of comments he made  last July . “That’s particularly true with Marvel.”

For Marvel Studios boss Kevin Feige, it’s a stunning fall from grace after cranking out one blockbuster movie after another as if on an assembly line. A series of critical and commercial flops as well as behind-the-scenes drama have, however, undeniably plunged the MCU into its first full-blown crisis—documented extensively  last November  by  Variety .

With its interwoven plots stretched over multiple stand-alone films that gradually built suspense and anticipation culminating in the 2018–2019 Infinity Wars spectacle, the MCU redefined movie franchises. Rival studio Warner Bros. has for years failed in its attempt to re-create that success with its  own DC universe , despite a more recognizable roster of heroes led by Batman and Superman.

The initial phases of the MCU centered around the two main tentpole characters of Iron Man and Captain America, portrayed by Robert Downey Jr. and Chris Evans, respectively, and backed by a strong supporting cast including Hollywood A-listers such as Scarlett Johansson and rising talent like Tom Holland.

After 2019’s  Avengers: Endgame  effectively completed their decade-plus story arcs, Marvel had to delve deep into its lore to generate fresh interest. But in its rush, it overestimated the box-office draw of Marvel’s lesser-known characters, thinking they could produce the same result as James Gunn’s  Guardians of the Galaxy , a largely obscure title that benefited from an endearing story, strong acting, and a 2014 release during the MCU heyday. 

Crisis stemmed from Disney’s hunger for streaming content

Disney also relied on untested directors to helm major theatrical projects like  The Eternals  and  The Marvels , and overspent wildly on some Disney+ series with little to show for it.  She-Hulk  was  canceled  after one season as its heavy use of CGI effects meant episodes cost as much as $25 million per episode without capturing any of the MCU zeitgeist. 

The chance that Disney will earn a return on its investment in this year’s new TV spinoff—the WandaVision offshoot Agatha , based on a minor MCU character called Agatha Harkness—seems unlikely. But Agatha and other shows of its ilk may have been too far along for Iger to cancel.

“Some of what is coming up is a vestige of, basically, a desire in the past to increase volume,” Iger told investors. “We’re slowly going to decrease volume and go to probably about two TV series a year instead of what had become four, and reduce our film output from maybe four a year to two, at the maximum three.”

The Disney boss can’t get off that easily, though. The MCU ballooned in size in an effort to drive subscribers to Disney’s strategically vital but hugely expensive streaming service, designed to compete with heavyweight rival Netflix . Iger has since pledged to cut  $3 billion  in content costs to  achieve profitability  at his direct-to-consumer business.

Marvel still officially lists  four theatrical releases  in 2025, though the Blade reboot with two-time Oscar winner Mahershala Ali has been plagued with delays and rewrites, and few would be surprised if the November debut date doesn’t hold.

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