Teaching Critical Thinking in Civic Education: A Qualitative Study of Novice Teachers’ Experiences and Challenges

This study aims to explore novice teachers’ abilities, strategies, and challenges in implementing critical thinking instruction within civic education. Using a qualitative research approach, the study combined the Watson-Glaser Critical Thinking Appraisal (WGCTA) and focus group interviews to investigate eight novice teachers from vocational colleges in China who teach civic education courses. The findings indicate that novice teachers demonstrate a moderate level of critical thinking ability but possess a relatively high awareness of related teaching strategies. However, they face several practical challenges, including students’ lack of independent thinking skills, limited background knowledge, and significant learning differences. The study proposes recommendations such as optimizing instructional processes, integrating information technology, and enhancing pre-service training to improve novice teachers’ capacity to cultivate students’ critical thinking in civic education. The findings offer empirical support for the promotion of critical thinking and the practice of civic education.