Year: 2025 | Month: July | Volume: 12 | Issue: 7 | Pages: 321-328
DOI: https://doi.org/10.52403/ijrr.20250734
From Awareness to Action: Challenges in Integrating Critical Thinking into Teaching Among Northern Vietnamese School Teachers
Thi Thanh Nhi Le1, Thi Ngoc Huyen Do2
1Phu Thong High School – Thai Nguyen – Vietnam,
2Faculty of Physics – University of Education – Thai Nguyen University,
Corresponding Author: Thi Thanh Nhi Le
ABSTRACT
This study explores the readiness of high school teachers in Northern Vietnam to promote students’ critical thinking (CT). A survey of 103 teachers from 15 mountainous provinces was conducted using a 20-item Likert-scale instrument, covering four dimensions: conceptual understanding, pedagogical practices, perceived barriers, and support needs. The instrument demonstrated good internal consistency (Cronbach’s α = 0.853). Findings reveal widespread consensus on the importance of CT, its cross-subject applicability, and the regular use of open-ended questioning, group discussion, and real-world scenarios. However, notable uncertainty persists regarding curriculum constraints, time allocation, and resource availability—forming a “grey zone” of latent obstacles. Despite strong motivation, a small proportion of teachers remain unsure about CT’s conceptual foundations, indicating a need for targeted professional development. To bridge the gap between intention and sustained practice, the study proposes three actionable strategies: (1) modular training programs focused on instructional design; (2) a ready-to-use CT resource toolkit; and (3) institutional support through workload reduction and innovation incentives. These findings underscore that effective CT integration depends on aligning teacher capacity, practical resources, and organizational support.
Keywords: Critical thinking, Teachers, Perceptions, Barriers, Professional development, High school, Viet Nam.
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