Fostering critical thinking in learning outcomes of Kazakhstan initial teacher education
Kabysheva M.
2025Frontiers Media SA
Frontiers in Education
2025#10
The integration of critical thinking into initial teacher education programs is crucial to achieving the United Nations Sustainable Development Goals, particularly SDG 4, as teachers play a pivotal role in fostering this essential competency. This study employs computer algorithms to analyze how Kazakhstani educational program developers incorporate critical thinking into learning outcomes. The data sources include Russian-language versions of all active bachelors degree teacher education programs in Kazakhstan. A first-in-kind mapping was constructed linking Russian verbs to Blooms Taxonomy cognitive skill levels for this analysis. The methodological approach utilizing automated verb frequency analysis offers a practical tool not only for initial evaluation but also for ongoing, repeatable assessments of curricula. The findings indicate that while direct mentions of “critical thinking” are present, and some higher-order thinking skill verbs are utilized, critical thinking remains modestly integrated into learning outcomes. Copyright
Blooms taxonomy , critical thinking , curriculum , frequency analysis , initial teacher education , learning analytics , learning outcomes
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Curriculum Development Office, Kazakh National Womens Teacher Training University, Almaty, Kazakhstan
Curriculum Development Office
10 лет помогаем публиковать статьи Международный издатель
Книга Публикация научной статьи Волощук 2026 Book Publication of a scientific article 2026