Approaching the curriculum critically: evaluating critical thinking components of basic education in Albania

Abstract

Critical thinking is widely accepted as a crucial element of the learning process. It critically engages the learners into questioning the relevance and application of knowledge as well as trains them into critical citizens in the future. Should critical thinking components be missing from the basic education curriculum, learners fail to achieve the essential components of education. This paper addresses the relevance of critical thinking throughout the basic education curriculum, by focusing on the discipline of English language. The analysis comprises teachers’ evaluation of critical thinking skills in their students within the classroom as well as a review of the English language curriculum framework. Mixed methods research is used to integrate quantitative findings into the qualitative analysis of the curriculum. Findings suggest a higher need for critical thinking practices expanded into the four skills of English language learning.