Perceived challenges to critical thinking among higher education students

Critical thinking (CT) barriers in higher education remain understudied. This cross-sectional survey examined undergraduates’ perceived obstacles to CT among 1,600 students across disciplines using the Critical Thinking Barriers Scale (four dimensions: inability to reason, egocentrism, reliance on authority, overconfidence). Results showed low-to-moderate barrier levels overall, with reliance on authority and overconfidence most prominent. While gender and grade level differences were statistically significant, effect sizes were small. Faculty-based differences were more pronounced with moderate effect sizes, suggesting disciplinary contexts shape CT perceptions. Findings indicate barriers extend beyond individual cognition to epistemic orientations and learning environments. The study underscores the need for discipline-sensitive instruction and metacognitive practices promoting epistemic autonomy and deeper critical engagement.