Document Type : Scientific - Research
Authors
1 Engineering Education, Faculty of Engineering Sciences, University of Tehran, Tehran, Iran
2 Associate professor, Division of Research and Assessment, Faculty of Psychology and Education, University of Tehran, Tehran, Iran
Abstract
Cultivating, forming, and developing critical thinking competencies is one of the most important success factors of engineers in problem-finding, problematization identifying innovative solutions, and solving complex problems. Therefore, in a systematic review based on PRISMA guidelines, articles indexed in Scopus, Google Scholar, and Science Direct databases in the period from 2010 to 2023, were investigated. Finally, 21 articles were selected for systematic review after the inclusion and exclusion criteria were checked. The findings indicate that a more cohesive approach is essential for successfully integrating critical thinking into engineering curricula. This approach should encompass a formal framework that promotes the development of knowledge, insight, values, and skills necessary for students throughout the curriculum practically and effectively. As a result, it is imperative to introduce pedagogical methods for teaching critical thinking to engineering faculty and to establish a tangible, practical, and understandable context for fostering this competency in engineering students. It seems that the requirements, conditions, and components needed to empower engineering professors to cultivate critical thinking in engineering students have not been formed and institutionalized.
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