Abstract: Critical thinking is recognized as a hallmark of higher education and a vital competency to successfully navigate the complexities of the 21st-century workforce. Yet, a significant gap persists between the theoretical importance of critical thinking and the actual proficiency levels of university graduates. This article reviews the multifaceted barriers to the development of critical thinking skills in higher education. By synthesizing the current literature, the study identifies four primary areas of obstruction: lecturer-related limitations, inadequate instructional design, student resistance, and systemic educational constraints. The findings suggest that pedagogical interventions like problem-based learning and constructivist environments can be effective but their success is often neutralized by insufficient specialized educator training and a cultural reliance on rote memorization. The article concludes with recommendations for curriculum reform and professional development to bridge the gap between academic objectives and industrial expectations.
Keywords: Barriers; critical thinking; pedagogical interventions; higher education.
Title: BARRIERS TO LEARNING CRITICAL THINKING SKILLS IN HIGHER EDUCATION
Author: Lam Quoc Huy, Nguyen Tien Dung, Tran Nguyen Nhung
International Journal of Interdisciplinary Research and Innovations
ISSN 2348-1218 (print), ISSN 2348-1226 (online)
Vol. 14, Issue 2, April 2026 - June 2026
Page No: 50-54
Research Publish Journals
Website: www.researchpublish.com
Published Date: 19-May-2026
