Critical thinking skills program: EFL classroom multicultural planning and teaching practice in higher education

In the context of globalized education, cultivating critical thinking (CT) skills in English as a Foreign Language (EFL) classroom has become increasingly essential—particularly within multicultural higher education settings. This study aims to design, implement, and evaluate a critical thinking skills program tailored for EFL learners in culturally diverse classrooms. The authors employed qualitative research to explore issues of the planning and implementation of critical thinking skills teaching programs within multicultural English as Foreign Language (EFL) classrooms at Indonesian higher education institutions. They specifically focused on examined how these programs are designed and executed in diverse educational settings and identify key considerations and strategies for effectively teaching critical thinking skills in such contexts. Five English Education lecturers, selected as respondents, participated in semi-structured interviews. The results of this study identify several key considerations for effectively teaching critical thinking skills in diverse educational settings. These considerations include: designing instructional materials that avoid racial or ethnophobic biases, understanding the cultural backgrounds of students, addressing language and social factors, defining clear learning objectives, and incorporating cognitive and affective factors. The research also highlights effective teaching strategies, such as integrating group discussions and simulations, Cooperative Learning, Concept Attainment, Problem-Based Learning, Scientific Learning, and Student-Centered Learning. The findings offer valuable insights for educators on enhancing teaching practices and fostering a more inclusive and effective learning environment for critical thinking in multicultural contexts.