Enhancing critical thinking through psychological education: a study of Chinese college students with special learning needs

In an equity and inclusive teaching approach, the discourses of education are essential to consider the learning needs. The research explores innovative psychological education in developing critical thinking among Chinese students with special learning needs. A mixed-methods approach was used to collect data through a quantitative survey distributed to 400 Chinese college students with special learning needs using purposive sampling, and the data were analysed using SPSS software. Qualitative data were collected through interviews among 29 students with special learning needs. An innovative psychological education positively relates to the development of critical thinking, with the significance of p < 0.001. The psychological education enhances problem-solving skills (β = 0.684), greater adaptability to learning challenges (β = 0.653), creativity and innovation (β = 0.689), improved communication skills (β = 0.677), and academic achievement and motivation (β = 0.652). This provides evidence to support the use of pedagogical innovation across several learning contexts to generate academic outcomes. Psychological education contributes effectively to creating increased knowledge and understanding of critical thinking and problem-solving in students with special learning needs. The implementation of innovative psychological educational programs in the curriculum will have a positive effect on the cognitive and academic development of students.