Investigating pedagogical, technological and school factors underpinning effective ‘critical thinking curricula’ in K-6 education

Objective: This study investigated factors underpinning a successful technology-supported classroom curriculum, specifically designed to promote K-6 students’ critical thinking. Methods: Video and audio data illustrating 41 students’ application of critical thinking were collected using a unique display recording app installed on iPads. These were timeline analysed using a literature-generated framework comprising Indicators of critical thinking. Interview data were thematically analysed to build knowledge of teacher pedagogical and school factors supporting the curriculum. Results: Data indicated students mostly applied critical thinking for defining and clarifying concepts, presenting reasoned arguments and conclusions, questioning and challenging others’ perspectives, seeking evidence for claims made, and identifying and critiquing assumptions. Results highlight the important contribution of teacher theoretical knowledge, school-wide commitment to a ‘critical thinking’ curriculum, and common understanding of the broader purpose schooling, as foundational to the curriculum's success. Conclusion: Teaching for critical thinking was facilitated by close alignment between pedagogical, technological, and school environment factors. It was underpinned by a school-wide learning virtues and values framework emphasising students’ future competencies developed from extensive reading of research and learning theory, and was deliberately planned for. It reflected in theory-informed task design, technology selection, and pedagogy. Practice: Critical thinking has been identified in school curricula as an important capability. However, while imperatives and general principles promoting critical thinking in schools are detailed in official documents, few examples exist illustrating how critical thinking can be fostered in K-6 education. Implications: Explicit teaching for critical thinking should be considered a priority by teachers at all school levels. Given rapid technological advances such as AI, and implications these hold for students’ critical information literacy, this study provides timely guidance on how explicit teaching for critical thinking might be approached in K-6 education.