Student teachers’ critical thinking beliefs and abilities in South and East Africa: transitioning from quantitative description to qualitative implications for social change

Abstract

This study examines student teachers' beliefs, self-efficacy, and abilities in teaching and learning critical thinking. Data from 3,877 participants, gathered through questionnaires and modified critical thinking and self-efficacy tests, were analysed to transition from quantitative to qualitative insights. The findings reveal that while student teachers support the value of critical thinking, many struggle to identify effective methods for its development, and most exhibit below-average or average critical thinking skills. The study suggests that teacher education programmes should intentionally teach critical thinking strategies, address gaps between beliefs and practices, and enhance self-efficacy—all within the broader context of education for social change