The state of critical thinking in Algerian EFL classes between policy discourse and policy implementation: university teachers' perceptions

The global demand for incorporating 21st-century competencies into educational systems is escalating rapidly. Educators have emphasized the crucial role of critical thinking in university instruction, particularly in the context of foreign language classes, where it has become an essential attribute expected of graduates. Foreign language teachers are required to create an active learning environment that fosters critical thinking skills. However, in Algeria, critical thinking does not seem to have received the support it deserves, and English language classes appear to lack emphasis on this vital skill. Additionally, there is a scarcity of research on how language teachers conceptualize and implement critical thinking in teaching. This study investigates the representation of critical thinking in English university curriculum documents and explores Algerian EFL university teachers' conceptualisations and pedagogic practices related to critical thinking. Maintaining an interpretivist stance and employing an exploratory case study design, the study utilises methodological triangulation. Data on critical thinking representation were gathered through document analysis, participants' conceptualisations through semi-structured interviews, and their actual pedagogicpractices through classroom observations. The findings indicate that critical thinking plays a negligible role in Algerian higher education, with the English language curriculum documents deprioritising its development in students. Inconsistencies between teachers' cognitions and their actual practices were revealed. While Algerian EFL teachers acknowledged the importance of critical thinking, they faced challenges in systematically addressing it during lessons. Additionally, they lacked theoretical knowledge and practical expertise in its implementation. Furthermore, the prevailing exam-centric teaching approach and focus on grades posed obstacles to cultivating higherorder thinking skills, hindering students' critical thinking. The study advocates for customized professional development in integrating critical thinking into English language curricula, materials development, and pedagogical practices. Additionally, it contributes to enhancing critical thinking in Algerian higher education by providing insights for policymakers and educators. The study also offers theoretical and methodological contributions, practical pedagogic implications, and research recommendations for future exploration in this field.