The Formation and Evaluation of Critical and Creative Thinking for Good Personal, Academic and Professional Performance in These New Times

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Guest Editor
Facultad de Psicología, Universidad de Salamanca, Avda. de la Merced, 109-131, 37005 Salamanca, Spain
Interests: critical thinking; causal explanation; decision making; problem solving; instruction; evaluation

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Guest Editor
Department of Basic Psychology, Psychobiology and Methodology of Behavioural Sciences, University of Salamanca, Salamanca, Spain
Interests: critical thinking; decision making; problem solving; instruction; evaluation
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Guest Editor
Departamento de Ciencias—Sección Química, Pontifica Universidad Católica de Perú, 51-1-6262000 anexo 4228, San Miguel, Perú
Interests: critical thinking; motivation; metacognition; higher education; science education

Special Issue Information

Dear Colleagues,

When the first operational smartphone appeared in 2007, this pocket computer led to the development of social networks; the world began to change, and this transformation did not stop. Critical advances were made in neuroscience, and AI was fully developed in 2023, while other less striking advances have changed our world so much that this new reality demands further knowledge of our environment as new challenges arise. These are the times in which we must face new personal, professional and social problems. We must ask ourselves the following question: if our world has transformed so much so quickly, are we changing enough and at the same speed as our environment? If the answer is no, then we are fail to adapt from the perspective of survival or progress. If we are not changing enough, our survival is at risk, and if our changes are slower than those in our environment, we will not progress. That said, the question of why this special issue, as per the above, makes a lot of sense:

  1. Because formation needs new ways of acting that prioritize imagination and critical thinking.
  2. Because it is essential to evaluate these modes of formation to know whether they have worked, both in terms of the change produced and their permanence and generalization.
  3. Because these improvements, if they occur, should serve to achieve better personal, academic and professional performance.

Therefore, the contributions of experts to this Special Issue are expected to enable us to better adapt to these changes and progress in the field of the formation and evaluation of critical and creative thinking, improving our responses to the challenges of this new, more uncertain world.

We know that the present times are very different from those only two decades ago. Changes and new demands require transversal competencies such as critical and creative thinking. In the academic and professional environment, we are invited, in different instances, to foster our ability to solve new problems, make sound decisions and evaluate results accurately. These new times demand innovation that requires more significant research efforts. Thinking well and from different points of view requires a more substantial development of our transversal competencies, a more critical application of these competencies and a constant and rigorous evaluation of the results. The Journal of Intelligence invites researchers in the areas that are particularly in demand today to contribute new knowledge to this Special Issue, which will allow us to face today’s challenges more effectively. Therefore, specialists in these fields are invited to submit papers, which may be theoretical or empirical, in which research problems are identified and a response to them is given. These contributions will help to advance and overcome some of the main challenges in today’s world.

Yours faithfully,

Prof. Dr. Carlos Saiz
Prof. Dr. Sílvia F. Rivas
Prof. Dr. Patricia Morales Bueno
Guest Editors

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Keywords

  • critical thinking
  • causal explanation
  • decision making
  • problem solving
  • instruction
  • evaluation
  • motivation
  • metacognition
  • higher education
  • science education

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Published Papers (8 papers)

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Research

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15 pages, 1219 KiB  
Article
Analysis of the Beliefs About Critical Competence in a Sample of Psychosocial and Socio-Educational Intervention Professionals in Master’s Degree Training
by Francisco Jose Garcia-Moro and Diego Gomez-Baya
J. Intell. 2025, 13(3), 39; https://doi.org/10.3390/jintelligence13030039 - 18 Mar 2025
Viewed by 549
Abstract
Critical thinking is a skill of great importance in our current and future society. Its value goes beyond all theoretical doubt although it requires more practical development, especially in terms of coordinated and evidence-based approaches. In addition, the ethical foundation must permeate the [...] Read more.
Critical thinking is a skill of great importance in our current and future society. Its value goes beyond all theoretical doubt although it requires more practical development, especially in terms of coordinated and evidence-based approaches. In addition, the ethical foundation must permeate the entire critical process, indicating what to criticize, for what, why, how, and when, elements that should not be left to improvisation or what is traditionally done. The aim of this research was to describe the ethical connotations that come together in the critical process. To this end, we focused on a group case study of undergraduate and graduate students of Psychosocial and Socio-educational studies in Spain, collecting information with instruments built ad hoc. The results show little practical awareness of the weight of ethics in critical decisions, producing a change in orientation regarding educational training to improve decision-making based on critical thinking and ethics. Full article
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20 pages, 2201 KiB  
Article
Critical Thinking and Teacher Training in Secondary Education
by Yasaldez Eder Loaiza, John Rodolfo Zona and Maria Fulvia Rios
J. Intell. 2025, 13(3), 37; https://doi.org/10.3390/jintelligence13030037 - 13 Mar 2025
Viewed by 585
Abstract
Various studies on the formation of critical thinking in teachers express difficulties in the training of teachers at different levels of education. Some of them recognize conceptual dispersion evidenced in their conceptions and explanations; others recognize curricular gaps without clear and coherent programs [...] Read more.
Various studies on the formation of critical thinking in teachers express difficulties in the training of teachers at different levels of education. Some of them recognize conceptual dispersion evidenced in their conceptions and explanations; others recognize curricular gaps without clear and coherent programs for their development; and a third group recognize that training in critical thinking requires both academic training as well as personal training of the subject. Most of the studies agree on training teachers from all fields of knowledge, where theoretical and methodological elements are provided to form critical thinkers. For this reason, the present research, developed with five teachers from different areas of secondary education in which different sources of information were collected and analyzed, contributes to the reflection with different theoretical perspectives and methodological strategies used by teachers, which were contrasted with the theories of critical thinking (psychological, philosophical and didactics of sciences). Full article
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17 pages, 949 KiB  
Article
Critical Thinking and Metacognition: Pathways to Empathy and Psychological Well-Being
by Miguel H. Guamanga, Carlos Saiz, Silvia F. Rivas and Patricia Morales Bueno
J. Intell. 2025, 13(3), 34; https://doi.org/10.3390/jintelligence13030034 - 10 Mar 2025
Viewed by 1317
Abstract
This study examines the relationships between critical thinking, metacognition, psychological well-being, and empathy using structural equation modeling. The study sample consists of 155 university students from a higher education institution in Spain, who completed the PENCRISAL, the metacognitive abilities inventory, the Ryff psychological [...] Read more.
This study examines the relationships between critical thinking, metacognition, psychological well-being, and empathy using structural equation modeling. The study sample consists of 155 university students from a higher education institution in Spain, who completed the PENCRISAL, the metacognitive abilities inventory, the Ryff psychological well-being scale, and the empathy quotient, which assess these psychological constructs. The results indicate that critical thinking has a direct positive effect on metacognition, which, in turn, is significantly associated with higher levels of psychological well-being and empathy. These findings reinforce the essential role of critical thinking in fostering cognitive self-regulation and socioemotional competencies. Furthermore, this study provides empirical evidence supporting the integration of critical thinking into educational programs, emphasizing its potential to enhance reflective thinking, emotional awareness, and interpersonal understanding. Full article
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13 pages, 1131 KiB  
Article
How Self-Belief in Creativity and Well-Being Is Associated with Life Satisfaction, Meaning in Life, and Psychological Richness: The Mediating Effect of Creative Self-Efficacy
by Dongdong Liu, Chenggang Wu, Yaxuan Meng and Jing Dang
J. Intell. 2025, 13(3), 25; https://doi.org/10.3390/jintelligence13030025 - 20 Feb 2025
Viewed by 997
Abstract
This study aimed to validate the Chinese version of the self-beliefs in creativity and well-being (SBCWs) and probe its associations with life satisfaction, meaning in life, and psychological richness. Additionally, it explored the mediating role of creative self-efficacy between SBCWs and well-being. Evidence [...] Read more.
This study aimed to validate the Chinese version of the self-beliefs in creativity and well-being (SBCWs) and probe its associations with life satisfaction, meaning in life, and psychological richness. Additionally, it explored the mediating role of creative self-efficacy between SBCWs and well-being. Evidence of the reliability and validity of the Chinese SBCWs were provided, with their correlation to well-being measures offering further validity support. Mediation analyses showed that creative self-efficacy mediated the links between SBCW and life satisfaction, psychological richness, and presence of meaning, but not between SBCW and the search for meaning. Differential SBCW predictions for short- and long-term well-being were confirmed, suggesting SBCW’s split of short-term and long-term focus. The study highlights creativity and creative self-efficacy’s importance in well-being. Full article
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25 pages, 1372 KiB  
Article
Cognitive Abilities and School Achievement: Addressing Challenges Across Adolescence
by Gina C. Lemos, M. Adelina Guisande and Leandro S. Almeida
J. Intell. 2025, 13(2), 21; https://doi.org/10.3390/jintelligence13020021 - 14 Feb 2025
Viewed by 1397
Abstract
Background: The school curriculum is increasingly aligned with real-world contexts and transversal skills. Simultaneously, conceptions of intelligence now emphasize contextual, motivational, and emotional dimensions. These shifts raise questions about the relevance of classical intelligence tests in predicting academic achievement, particularly during adolescence, a [...] Read more.
Background: The school curriculum is increasingly aligned with real-world contexts and transversal skills. Simultaneously, conceptions of intelligence now emphasize contextual, motivational, and emotional dimensions. These shifts raise questions about the relevance of classical intelligence tests in predicting academic achievement, particularly during adolescence, a time of major curricular and developmental changes. Methods: Two independent samples of students, sixth–ninth grades (n = 1708) and tenth–twelfth grades (n = 3007), were randomly selected from public schools across Portugal. Cognitive abilities were measured by “Bateria de Aptidões Cognitivas” (BAC-AB), with nine subtests combining three contents (spatial, verbal, numerical) and three cognitive processes (comprehension, reasoning, problem solving). School achievement considers students’ grades in Portuguese and Mathematics. Results: Subtest scores were higher in advanced grades, particularly in early adolescence. The correlations between cognitive subtests and academic achievement suggested that alignment between test item content and curriculum subjects is more influential than cognitive processes. Subtest scores explained a larger proportion of variance in academic achievement in basic education than in secondary education. Conclusions: Curricular changes may reduce reliance on classical cognitive abilities for academic achievement, though correlations remain significant. More integrated cognitive skills are emphasized as the curriculum aims to prepare students for understanding complexity, adapting to societal changes, and applying knowledge to respond effectively to challenges in and outside of school. Full article
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16 pages, 1386 KiB  
Article
Emotional Intelligence and Critical Thinking: Relevant Factors for Training Future Teachers in a Chilean Pedagogy Program
by Maritza Palma-Luengo, Nelly Lagos-San Martin and Carlos Ossa-Cornejo
J. Intell. 2025, 13(2), 17; https://doi.org/10.3390/jintelligence13020017 - 31 Jan 2025
Viewed by 1474
Abstract
Critical thinking has become one of the most notable cognitive skills in education in recent decades since it offers skills for improving knowledge, making decisions, and creativity, among others. While it is considered a mainly cognitive process, recent years have seen strong proposals [...] Read more.
Critical thinking has become one of the most notable cognitive skills in education in recent decades since it offers skills for improving knowledge, making decisions, and creativity, among others. While it is considered a mainly cognitive process, recent years have seen strong proposals regarding its relationship with motivational and emotional processes. A study is presented that analyzes the relationship between critical thinking and emotional intelligence, analyzing the relations and influences between these variables. Two instruments were applied to 658 Chilean pedagogy students with ages ranging from 19 to 47 years old. The results indicate a moderate level of critical thinking and a high level of emotional intelligence, along with a positive and significant but moderately low relationship between emotional intelligence and critical thinking. There are no gender differences, meaning that men and women developed these skills in a similar way, but differences were found between age groups. The study highlights the relevance of promoting both critical thinking and emotional intelligence in training future teachers and the need to generate new studies about how these skills are developed in teacher training. Full article
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Review

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18 pages, 1097 KiB  
Review
An Evaluation of the Relationship Between Critical Thinking and Creative Thinking: Complementary Metacognitive Processes or Strange Bedfellows?
by Christopher P. Dwyer, Deaglán Campbell and Niall Seery
J. Intell. 2025, 13(2), 23; https://doi.org/10.3390/jintelligence13020023 - 18 Feb 2025
Cited by 1 | Viewed by 936
Abstract
Though both critical thinking and creative thinking are often cited and promoted as important cognitive processes in personal, academic and professional settings, common misconceptualisation of both often leads to confusion for non-experts; for example, with respect to lumping them together erroneously as much [...] Read more.
Though both critical thinking and creative thinking are often cited and promoted as important cognitive processes in personal, academic and professional settings, common misconceptualisation of both often leads to confusion for non-experts; for example, with respect to lumping them together erroneously as much the same thing, completely confusing them for one another or, on the other hand, distinguishing them to such an extent that all genuine overlap is ignored. Given the importance of these processes in real-world scenarios, quality education and ‘metaeducation’ is necessary to ensure their appropriate translation to students and educators, alike. Thus, the aim of the current review is to discuss various perspectives on both critical and creative thinking with particular focus paid to addressing such common misconceptualisation. Detailed discussion is provided with respect to important ways in which they are distinct and overlap. Recommendations for what contexts application of each are appropriate are also provided. Furthermore, implications for such enhanced understanding are discussed, in light of both theory and research. Full article
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Other

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20 pages, 780 KiB  
Viewpoint
Are “Extracurricular” Activities Really Extracurricular? The Activities That Matter Least in School Are the Ones That Best Teach Real-World Critical and Creative Thinking
by Robert J. Sternberg, Sherry Lin and Eric C. K. Nguyen
J. Intell. 2025, 13(1), 1; https://doi.org/10.3390/jintelligence13010001 - 27 Dec 2024
Viewed by 1556
Abstract
Curricula in school often do not prepare students adequately for the kinds of critical and creative thinking that they will need in their careers and lives. Part of the problem is that the characteristics of real-world problems differ greatly from the characteristics of [...] Read more.
Curricula in school often do not prepare students adequately for the kinds of critical and creative thinking that they will need in their careers and lives. Part of the problem is that the characteristics of real-world problems differ greatly from the characteristics of many curricular activities, and so what the students learn in school about critical and creative thinking may fail when generalized to everyday problems. We suggest that extracurricular activities, such as in aspects of musical and athletic training, often prepare students better for real-world challenges. We describe the kinds of methods that can be used in curricular instruction to better prepare students for the challenges of the everyday world. Full article
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