Critical thinking is an essential skill in academia, professional development, and societal progress. It enables individuals to analyze information, question assumptions, and devise innovative solutions to complex challenges. This study explores the theoretical underpinnings and practical implications of critical thinking, highlighting its importance in problem analysis. Through a mixed-methods approach, data was collected to identify barriers to integrating critical thinking into educational and professional settings. The results reveal obstacles such as rigid curricula, inadequate teacher training, limited access to technological resources, and socio-cultural constraints. To address these issues, the study proposes reformative strategies such as curriculum innovation, professional development, and technology-enhanced learning. The findings underscore the role of critical thinking in preparing individuals for 21st-century challenges, emphasizing the need for collaborative efforts in its promotion.

Critical thinking, problem analysis, education, pedagogy

Facione, P. A. (2011). Critical Thinking: What It Is and Why It Counts.

Ennis, R. H. (1993). Critical Thinking Assessment. Theory into Practice.

Paul, R., & Elder, L. (2006). Critical Thinking: Tools for Taking Charge of Your Learning and Your Life.

Brookfield, S. D. (2012). Teaching for Critical Thinking: Tools and Techniques to Help Students Question Their Assumptions.

Lipman, M. (2003). Thinking in Education.

Halpern, D. F. (2014). Thought and Knowledge: An Introduction to Critical Thinking.

Fisher, A. (2011). Critical Thinking: An Introduction.

Kuhn, D. (1999). A Developmental Model of Critical Thinking. Educational Researcher.

Moore, T. (2013). Critical Thinking and Language: The Challenge of Generic Skills and Disciplinary Discourses.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes.