Improving critical thinking of teacher–trainees through a strength-based program: a positive psychology approach

Purpose This study aimed to improve the critical thinking skills of teacher–trainees through a strength-based program rooted in positive psychology. Design/methodology/approach A mixed-methods experimental design was employed. Quantitatively, a single-group pre-test post-test design with time-series analysis was conducted using the Cornell Critical Thinking Test – Level Z. Statistical analysis included normality testing, paired t -tests, repeated measures ANOVA and interrupted time series regression using SPSS 29. Qualitative data, collected via daily feedback and a post-intervention survey, were analyzed using thematic analysis. To ensure the reliability of the results, triangulation was conducted through theory and data triangulation. Findings The program demonstrated significant improvement in critical thinking, as evidenced by both quantitative ( p = 0.001) and qualitative analyses. Research limitations/implications The research contributes to Sustainable Development Goal 4 by promoting quality education through improved teacher training. As teacher–trainees transition to professional teaching roles, they will apply the critical thinking strategies learned, directly impacting the learning outcomes of their students. Over time, this creates a ripple effect. The improved pedagogical skills of teacher–trainees are passed on to successive generations of learners, fostering a culture of critical thinking and lifelong learning. This approach not only benefits individual classrooms but also strengthens education systems more broadly. Originality/value This research pioneers the application of strength-based programs for developing critical thinking in teacher–trainees, addressing an overlooked gap in educational research. It stands out as a groundbreaking initiative nationally and globally, introducing an innovative approach to teacher education.