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Cultivating Cognitive and Critical Thinking Skills Through Innovative Pedagogies

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A Special Issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: 31 December 2026 | Viewed by 7002

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Dr. Abeer Watted

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Guest Editor

1. Department of Science and Technology Education, Al-Qasemi College, Baqa al-Gharbiyye 30100, Israel
2. Department of Leadership for Learning & Innovation, Faculty of Education, University of Malta, MSD 2080 Msida, Malta
Interests: intersection of learning sciences and technology education; learning sciences in technology enhanced environments; promotion of 21st century skills; the ways in which technology-enhanced learning can be leveraged to improve educational outcomes, enhance motivation to learn sciences, promote cognitive competencies and support multicultural understanding; multidisciplinary aspects within science and technology education; how various fields intersect to enrich educational approaches; MOOCs; motivation to learn sciences; integration of AI technologies in education; digital literacy competencies and education in informal learning environments; innovative thinking; flexible thinking

Special Issue Information

Dear Colleagues,

Developing students’ cognitive and critical thinking skills has become a central objective within contemporary education. Rapid technological advancements, increasing societal complexity, and the ever-growing demand for adaptable and enhanced lifelong learning have placed higher-order cognitive skills at the center of educational discourse. Cognitive skills, particularly critical thinking, innovative thinking, flexible thinking, design and computational thinking, problem-solving, reasoning, and metacognition, are now widely recognized as essential competencies for academic success, employability, and informed citizenship in the Twenty-First Century.

Innovative pedagogies have emerged in response to these evolving educational needs. Approaches such as inquiry-based and project-based learning, artificial intelligence-supported instruction, and technology-enhanced pedagogies have demonstrated considerable potential in fostering deeper learning. These pedagogical frameworks prioritize learner-centeredness, active engagement, and authentic problem-solving, thereby aligning theoretically with the development of robust cognitive, meta-cognitive and critical thinking skills.

However, despite growing interest in these approaches, the effectiveness and theoretical grounding of innovative pedagogies in cultivating cognitive and critical thinking skills remain unevenly explored across educational contexts. Empirical research often lacks detailed explanations of the mechanisms through which innovative pedagogical approaches influence cognitive, metacognitive, and critical thinking processes, particularly in technology-rich, interdisciplinary, and diverse and ever-changing learning environments. In addition, limited attention has been paid to the combined role of innovative pedagogies, educators’ cognitive characteristics, and emerging technologies, such as artificial intelligence, in shaping and enhancing learning environments that intentionally promote transferable and sustainable cognitive skills.

This Special Issue is, therefore, directed towards the advancement of theoretical, empirical, and methodological understanding of how innovative pedagogies contribute to the cultivation of cognitive and critical thinking skills across diverse educational contexts. It will bring together interdisciplinary perspectives that examine pedagogical designs, instructional strategies, and learning environments that not only promote but also instigate and stimulate higher order thinking that effectively resonates in line with digital and transformative change.

The scope of this Special Issue includes, but is not limited to, research conducted in primary and secondary education, higher education, teacher education, STEM education, and digitally enhanced learning environments. Qualitative, quantitative, and mixed-methods studies are welcomed, alongside theoretical frameworks and systematic reviews. By integrating multiple perspectives, this Special Issue will provide educators, researchers, and policymakers with evidence-based insights into effective pedagogical practices that support the development of cognitive and critical thinking skills.

Suggested Themes

Potential themes for contributions to this Special Issue include the following:

Pedagogical Frameworks and Cognitive Development:
The impact of inquiry-based, problem-based, and project-based learning on higher-order cognitive skills.

Technology-Enhanced Cognition:
The role of digital, blended learning, technology-enhanced pedagogies, and MOOCs in fostering cognitive and critical thinking skills.

The Artificial Intelligence (AI) Pedagogy Interface:
Investigating how the development of cognitive skills should evolve to critically engage with emerging transformative technologies such as artificial intelligence. This theme explores pedagogical approaches that move beyond mere copying-and-pasting practices and instead support learners in critically evaluating AI-generated outputs, using AI responsibly, and developing the capacity to lead learning with AI rather than being led by it.

Metacognition and Self-Regulated Learning:
The role of metacognitive processes within innovative pedagogical frameworks.

STEM Education and Computational Thinking:
Innovative approaches in STEM education and their contribution to reasoning and computational skills.

Educators’ Cognition and Professional Development:
The influence of educators’ cognitive characteristics and implicit theories of intelligence on classroom practices and student outcomes.

Inclusive and Culturally Responsive Pedagogies:
Cultivating cognitive and critical thinking skills in diverse learning environments.

Assessment of Higher-Order Cognitive Skills:
Innovative methods and tools for assessing and, therefore, enhancing cognitive and critical thinking skills in contemporary learning environments.

Implicit Theories, Creativity, and Innovation:
Exploring the relationships between implicit beliefs, creativity, and cognitive skill development.

Dr. Abeer Watted
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-anonymized peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2000 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

cognitive skills
critical thinking
innovative pedagogies
project-based learning
technology-enhanced learning
artificial intelligence in education
metacognition
computational thinking
STEM education
educational innovation
MOOCs

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Published Papers (8 papers)

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Research

17 pages, 252 KB

Open AccessArticle

Beyond Acceptance: How Early Childhood Preservice Teachers Critically Engage with GenAI Feedback in Lesson Planning

by Fatma Özüdoğru and İbrahim Delen

Educ. Sci. 2026, 16(9), 1420; https://doi.org/10.3390/educsci16091420 - 2 Sep 2026

Viewed by 187

Abstract

Generative artificial intelligence (GenAI) is being investigated as a pedagogical tool in early childhood education, particularly for lesson planning and professional learning. This study examined preservice teachers’ reflections on GenAI-generated feedback during sustainability focused lesson planning. Fifty preservice teachers were involved in developing two lesson plans, receiving GenAI feedback, and revising their plans. Data collection included written reflections about two lesson plans. During the study, preservice teachers worked in 25 pairs, producing 25 lesson plans in each cycle. In total, the study analyzed 50 pair-authored reflections. These reflections were analyzed qualitatively to identify responses to GenAI feedback. Findings revealed that while GenAI feedback encouraged preservice teachers to reconsider lesson content and teaching strategies, they seldom accepted GenAI recommendations outright. Instead, they critically evaluated feedback, often modifying or discarding suggestions that did not align with developmental appropriateness or classroom realities. The study illustrates the value of GenAI engagement in supporting reflective decision-making among preservice teachers. It also underscores the importance of preparing future educators to leverage GenAI as a complement to professional reasoning, fostering critical thinking and contextual instructional design rather than replacing it. Full article

(This article belongs to the Special Issue Cultivating Cognitive and Critical Thinking Skills Through Innovative Pedagogies)

23 pages, 1067 KB

Open AccessArticle

Bridging Nanoscience and Chemistry as a Lever for Developing Higher-Order Questioning Skills Among High School Students

by Riam Abu Much and Aya Deeb

Educ. Sci. 2026, 16(7), 1137; https://doi.org/10.3390/educsci16071137 - 16 Jul 2026

Viewed by 359

Abstract

Developing higher-order thinking skills in general, and question-asking skills in particular, is considered a cornerstone for fostering critical and cognitive thinking skills. Question-asking is a key component in student engagement toward understanding complex scientific concepts. This study investigates two innovative dimensions in chemistry education: the integration of nanoscience and nanotechnology aspects into chemistry instruction, and its impact on development of question-asking skills among 11th-grade high school students. Using a quasi-experimental design, 120 students were divided equally into experimental and control groups. Both groups read a simplified scientific text on redox reactions; the control group’s text addressed redox reactions only, while the experimental group’s text had nanoscience aspects embedded within the same redox context. Students’ questions were evaluated by five judges using a validated four-level questioning hierarchy, ranging from factual to complex integrative knowledge. Results revealed significant differences in both the number and cognitive level of questions generated by the two groups. Students exposed to the nano-integrated text demonstrated markedly higher question-asking skills. In conclusion, integrating nanoscience into chemistry instruction was shown to be a powerful gateway to developing higher-order thinking, enabling students to ask more cognitively advanced questions, deepen their scientific understanding, and engage more meaningfully with scientific content. Full article

(This article belongs to the Special Issue Cultivating Cognitive and Critical Thinking Skills Through Innovative Pedagogies)

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22 pages, 1580 KB

Open AccessArticle

Stimulating Change at the Human–Computer Interface: Cultivating Cognitive and Critical Thinking Through Immersive Virtual Reality as an Innovative Pedagogy in STEM Education

by Patrick Camilleri and Clarisse Schembri Frendo

Educ. Sci. 2026, 16(6), 985; https://doi.org/10.3390/educsci16060985 - 22 Jun 2026

Viewed by 928

Abstract

Crafting STEM teaching into meaningful experiences can transform facts into knowledge. Immersive virtual reality (IVR) represents a significant pedagogical disruption, offering novel modalities of engagement with science content, extending beyond passive reception towards enhanced critical inquiry, reflective evaluation, and the cultivation of higher-order thinking skills. This study investigated how 20 Maltese students (mean age 12) adjusted their perceptions and acceptance of IVR when encountering it for the first time in formal STEM education. A quasi-experimental design was employed over six weeks, with data collected through pre- and post-intervention questionnaires. The analytical framework combined the Technological Frames of Reference (TFR) and Technology Acceptance Model (TAM) to capture perceptual snapshots and attitudinal shifts. While IVR initially stimulated enthusiasm, sustained exposure prompted critical reflections on its potential and limitations, particularly in relation to subject relevance, peer communication, and ease of use. Such deliberations are themselves suggestive indicators of reflective engagement. Rather than being demonstrated evidence of cognitive skill development, they are consistent with the early exercise of analytical and evaluative reasoning. These insights underscore the recursive dialog between technology-in-use and user contextualization, revealing how perceptions mature through experience. By examining how young learners engage with emergent technologies, this research highlights education’s role in cultivating adaptability, reflective judgment, and critical thinking capacities—central to innovative pedagogy and support for uncertain futures. Full article

(This article belongs to the Special Issue Cultivating Cognitive and Critical Thinking Skills Through Innovative Pedagogies)

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21 pages, 283 KB

Open AccessArticle

Investigating the Effectiveness of Case-Based Socio-Legal Pedagogy in Developing Critical Thinking: Evidence from Muslim Women’s Legal Experiences in Israel

by Tajread Keadan

Educ. Sci. 2026, 16(6), 984; https://doi.org/10.3390/educsci16060984 - 21 Jun 2026

Viewed by 398

Abstract

Developing critical thinking is a central aim of contemporary higher education, yet conventional instructional approaches often underuse authentic, real-world materials that stimulate higher-order reasoning and reflective judgment. The study examines the effectiveness of case-based socio-legal pedagogy in fostering critical thinking within contexts of legal pluralism and social complexity. A quasi-experimental mixed-methods pre–post design was conducted with 62 undergraduate students enrolled in a course on Islamic law and society. Over a four-week intervention, students engaged with six socio-legal cases drawn from Muslim women’s legal experiences in Israel, focusing on divorce, maintenance (nafaka), and child custody. Quantitative data were collected using a validated Critical Thinking Rubric assessing argumentation, evaluation of multiple perspectives, and legal reasoning. Results showed significant improvement in overall critical thinking, with gains across all measured dimensions. Qualitative analysis of written assignments and student reflections revealed greater recognition of legal ambiguity, more structured and evidence-based argumentation, and deeper engagement with competing normative and social frameworks. Overall, the findings highlight the pedagogical value of integrating socio-legal complexity into case-based learning as an adaptable model for strengthening critical thinking across disciplines involving interpretive, contested, and context-dependent knowledge in higher education and other fields requiring careful judgment under conditions of uncertainty and change. Full article

(This article belongs to the Special Issue Cultivating Cognitive and Critical Thinking Skills Through Innovative Pedagogies)

15 pages, 1118 KB

Open AccessArticle

The Effect of an Executive Function Warm-Up and Reading Training on Reading Fluency in Children

by Sanaa Dahamshy, Rola Farah, Yoav Nahshon and Tzipi Horowitz Kraus

Educ. Sci. 2026, 16(6), 957; https://doi.org/10.3390/educsci16060957 - 17 Jun 2026

Viewed by 526

Abstract

Executive functions (EF)—including working memory, inhibition, switching, and processing speed—are central to children’s literacy development. Building on evidence that rhythm-based reading interventions strengthen EF and reading fluency, this longitudinal study examined whether a brief EF “warm-up” preceding visual rhythmic reading training (RRT) enhances reading outcomes in early elementary school. Thirty-four first-grade children (mean age = 6.7 years) were followed to third grade, when twenty-five completed an eight-week intervention combining EF games and visual RRT (three sessions per week). Pre- and post-intervention assessments included EF and standardized reading measures. Children showed significant gains in consonant, word, and contextual reading fluency and in naming speed. Greater improvements were associated with enhanced inhibition and switching skills following training. However, EF measured in first grade did not predict later reading gains, suggesting developmental changes in EF–reading relations. Findings highlight the role of EF in supporting fluent reading and suggest that incorporating short EF warm-ups before literacy instruction may enhance children’s readiness for learning and promote more efficient reading development in the early school years. Full article

(This article belongs to the Special Issue Cultivating Cognitive and Critical Thinking Skills Through Innovative Pedagogies)

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18 pages, 754 KB

Open AccessArticle

Critical Competence: Beliefs of Master’s in Teacher Training Students in Spain Through a Mixed-Methods Study

by Francisco José García-Moro, Diego Gomez-Baya and Cristina Romero-Oliva

Educ. Sci. 2026, 16(6), 868; https://doi.org/10.3390/educsci16060868 - 31 May 2026

Viewed by 600

Abstract

The preparation of future secondary school teachers, across both compulsory and post-compulsory education, remains the subject of sustained social and political debate in Spain. Despite successive regulatory reforms in recent decades, there is renewed urgency to redesign the qualifying training required for secondary-level teaching. This study examines the beliefs of Master’s in Teacher Training (MAES) students from diverse academic backgrounds regarding the role of critical competence in their professional development as educators. Using a mixed-methods design with a sample of 99 students, we collected data through ad hoc questionnaires and focus groups. Findings indicate strong interest in critical thinking for both personal and professional trajectories; however, reported engagement in systematic critical development is limited, with critical practice often remaining at the level of intention or theoretical conviction. The study underscores the need to reorient teacher education programs to embed structured, evidence-based, and ethically grounded approaches to critical competence, bridging the gap between aspiration and practice. Full article

(This article belongs to the Special Issue Cultivating Cognitive and Critical Thinking Skills Through Innovative Pedagogies)

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22 pages, 569 KB

Open AccessArticle

Student Involvement in Digital Tool Selection: A Pedagogical Approach to Critical Thinking-Oriented Learning

by Ester Aflalo

Educ. Sci. 2026, 16(4), 512; https://doi.org/10.3390/educsci16040512 - 25 Mar 2026

Viewed by 998

Abstract

Digital technologies are widely recognized for their potential to support active learning and foster higher-order cognitive skills, including critical thinking. However, limited research has examined the extent to which students are directly involved in selecting digital tools that shape their learning. This study investigates teachers’ ability to engage students in the selection and pedagogical use of digital technologies, with attention to practices supporting active, personalized learning and critical thinking. Data were collected from 156 educators across diverse disciplines in five teacher-training colleges in Israel using an online questionnaire assessing levels of digital tool use, from non-use to active student involvement. Item Response Theory (IRT) was applied to model teachers’ proficiency and examine differences across tools and background characteristics. Results indicate substantial variability in teachers’ ability to involve students, with particularly low involvement in tools related to problem-solving, differentiation, and personalized learning. Gender and institutional role were significant predictors, with female educators and those holding additional roles demonstrating higher proficiency. These findings highlight the importance of teachers’ techno-pedagogical competence in enabling student participation in digital decision-making and suggest that involving students in tool selection can support the development of critical thinking and learner agency in digitally mediated learning environments. Full article

(This article belongs to the Special Issue Cultivating Cognitive and Critical Thinking Skills Through Innovative Pedagogies)

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18 pages, 531 KB

Open AccessArticle

Bridging the Skills Gap: Reimagining Faculty Development Through Centers for Teaching and Learning

by Nizar Bitar and Nitza Davidovitch

Educ. Sci. 2026, 16(2), 281; https://doi.org/10.3390/educsci16020281 - 10 Feb 2026

Viewed by 1484

Abstract

Centers for Teaching and Learning (CTLs) have emerged as crucial change agents in preparing faculty to integrate employment-relevant skills into higher education, yet limited research examines how these centers operate in resource-constrained contexts. This study investigates how CTLs in Israeli higher education prepare faculty to teach employment skills and what insights this experience offers for understanding effective strategies in similar contexts. Using an embedded single-case study design, we conducted semi-structured interviews with 31 CTL directors (77.5% response rate) across universities, academic colleges, and education colleges, supplemented by document analysis. Our findings reveal three distinct implementation approaches: embedded integration (47% of centers), industry partnership (32%), and competency framework (21%) models. Despite operating with limited formal authority and resources, Israeli CTLs demonstrate “networked legitimacy”, achieving institutional influence through strategic relationship-building rather than hierarchical position. University-based CTLs emphasize cognitive-analytical skills but show lower implementation rates (29%), while college-based CTLs demonstrate higher implementation levels (57%) with stronger workplace connections. The study extends institutional entrepreneurship theory by explaining how resource-constrained organizations drive change without formal authority. These findings offer actionable frameworks for CTL directors, demonstrating that embedded integration can achieve high faculty engagement without separate program infrastructure, while industry partnerships enhance workplace relevance. The research contributes to understanding how educational institutions can enhance graduate employability through strategic faculty development, with implications for workforce-responsive higher education policy development globally. Full article

(This article belongs to the Special Issue Cultivating Cognitive and Critical Thinking Skills Through Innovative Pedagogies)

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