The relationship between critical thinking dispositions and problem-solving abilities of Portuguese undergraduate students

Critical thinking and problem-solving are widely recognized as essential skills for success in the 21st century. However, research exploring the association between the critical thinking dispositions of higher education students and their perceived problem-solving abilities remains limited. This study aims to analyze the relationship between these constructs and to examine the potential influence of demographic and academic factors such as age, gender, and study field. A cross-sectional study was conducted with 412 undergraduate students from a Portuguese public higher education institution, representing two study fields: Health and Welfare, and Social Sciences. Data were collected using the Critical Thinking Dispositions Scale and the Portuguese adaptation of the Problem-Solving Inventory. Statistical analyses were performed to examine associations and predictive effects among the variables. Findings suggest a highly significant association between students’ critical thinking dispositions and their perception of problem-solving abilities. Among the demographic and academic variables considered, only gender emerged as a significant predictor of critical thinking dispositions. No significant differences were found between students in their PSI scores. These results highlight the importance of promoting critical thinking dispositions in higher education as a means to enhance students’ problem-solving abilities. The study reinforces the need for pedagogical strategies that intentionally foster these competencies and calls for further research to deepen understanding of their interrelations across diverse educational contexts.