Critical thinking in teacCritical thinking in teachers’ perception: Critical remarks based on researchhers' perception/understanding. Critical remarks on the basis of research

Research objectives (aims) and problem(s): This study investigates teachers’ perceptions of critical thinking (CT) as an essential competence in contemporary education. It examines teachers’ self-assessed levels of CT, their preparedness to develop CT in students, and the barriers that hinder its effective implementation in teaching practice. Research methods: A quantitative survey was conducted among 213 teachers from various educational levels in southern Poland. The structured questionnaire included self-assessment items and Likert-scale questions measuring teachers’ attitudes toward CT. Data analysis employed descriptive statistics, correlation analysis, and nonparametric tests (Mann–Whitney U and Kruskal–Wallis). Structure of the article: The article begins with a conceptual overview of CT in the context of the information society, followed by a description of the research methodology. Subsequent sections present and discuss the empirical findings and their implications for educational practice. Research findings and their impact on the development of educational sciences: Teachers highly value CT but often feel underprepared to teach it. Only 7.5% reported being very well prepared, and many cited obstacles such as a lack of methodological tools, insufficient training, and low student motivation. The results emphasize the need for systematic support and teacher education focused on CT instruction. Conclusions: The study underscores the importance of professional development that enhances teachers’ competence and confidence in fostering CT. Strengthening CT-oriented curricula and training programs is vital for preparing students to think critically in a complex, information-driven world.