The Role of Lecturer–Student Interaction in Developing Critical Thinking Skills: Insights from a Private University in Indonesia

<ns3:p>Background The development of critical thinking remains a challenge in private universities (PTS) in Indonesia. Learning interactions in PTS are often influenced by interpersonal closeness, cultural norms, and communication patterns that do not always support the courage to express opinions. Although previous research has emphasized the roles of lecturer-student interactions and student collaboration, empirical studies explaining how the form and quality of these interactions influence critical thinking are limited. This study aims to describe the forms of interaction, the quality of pedagogical support, and the barriers that influence the development of students’ critical thinking. Methods This qualitative study involved 12 students from a private university in Bogor. Data were collected through semi-structured interviews and analyzed thematically to identify patterns of lecturer-student interactions, peer collaboration, and cultural factors that influence participation. Results The results indicate that supportive lecturer-student interactions—including constructive feedback, positive emotional responses, and warm communication—increase students’ confidence and engagement in critical thinking activities. Peer collaboration helps broaden perspectives and cultivate higher-order reasoning. However, obstacles persist, including uneven lecturer support, unequal group contributions, and students’ tendency to remain silent due to hierarchy, politeness norms, and fear of judgment. Conclusions Positive and culturally sensitive learning interactions play a crucial role in fostering critical thinking in private universities. Consistent pedagogical support and structured collaboration are necessary to foster an inclusive learning environment for critical thinking.</ns3:p>