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Authors:
Fatiha Bazouche
Keywords: critical thinking skills; hybrid learning; pre-service teachers; instructional design; professional development.
Abstract:
In an era increasingly shaped by Hybrid Learning (HL) and Artificial Intelligence (AI), equipping pre-service teachers with strong Critical Thinking Skills (CTS) is imperative for effective teaching and lifelong learning. This study presents the design and implementation of a research-based Professional Development (PD) workshop aimed at fostering CTS among pre-service teachers in Hybrid Learning (HL) environments. Grounded in Merrill’s First Principles of Instruction and Paul and Elder’s Intellectual Standards, the workshop integrates innovative Pedagogical strategies such as, Evidence-Based Learning (EBL), Socratic Questioning (SQ), Game-Based Learning (GBL), Discussion-Based Learning (DBL) and scenario-driven group tasks to promote reflective and analytical thinking. The study employs a qualitative case study methodology, drawing on data from document analysis, semi-structured interviews, and pre-/post-surveys to investigate how teacher candidates and instructors perceive and apply CTS strategies in hybrid contexts. The findings indicate that targeted, interactive PD experiences can enhance pre-service teachers’ ability to engage in and facilitate Critical Thinking (CT) in hybrid settings. The paper offers practical implications for instructional designers, teacher educators, and policymakers seeking to support CTS development in the digital age.
Pages: 20 to 26
Copyright: Copyright (c) IARIA, 2025
Publication date: May 18, 2025
Published in: conference
ISSN: 2308-4367
ISBN: 978-1-68558-271-5
Location: Nice, France
Dates: from May 18, 2025 to May 22, 2025