Abstract

Saudi scholars have been agitating for education reforms to incorporate critical thinking in education programs.
This paper is a qualitative case study undertaken at King Abdul Aziz University and Arab Open University and
examines students’ perception of learning critical thinking in secondary pre-service teacher education programs
in Saudi Arabia. Definitions of critical thinking are based on the Delphi Report (Facione, 1990). The findings
underscore the need for education reforms based on critical thinking to elevate the quality of education in Saudi
Arabia.

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