This article examines intellectual humility as a psychological predictor of students’ epistemic maturity in higher education. The purpose of the study is to clarify how students’ ability to recognize the limits of their knowledge, admit the possibility of error, revise beliefs in response to evidence, and remain open to alternative viewpoints contributes to the development of mature epistemic thinking. The findings show that intellectual humility supports epistemic maturity by reducing intellectual overconfidence, increasing openness to evidence, strengthening tolerance of uncertainty, and encouraging reflective revision of knowledge claims. Epistemic maturity is interpreted as the student’s capacity to understand knowledge as complex, evidence-based, contextual, and open to critical examination. Intellectual humility does not imply intellectual weakness or passive agreement with others; rather, it represents a balanced psychological disposition that combines confidence in inquiry with awareness of one’s cognitive limitations. The article concludes that higher education can promote epistemic maturity more effectively when learning environments encourage constructive disagreement, evidence-based dialogue, reflective writing, and feedback practices that normalize revision and uncertainty.
Intellectual Humility as A Predictor of Students’ Epistemic Maturity in Higher Education
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