Thinking Beyond Words: Evaluating Critical Thinking Skills in Scheme of BS English Program at PU and GCUF, Punjab, Pakistan

Abstract

The study dives deep into the need of dissecting the scheme of studies nuances of the BS English programs at Punjab University Lahore and Govt. College University Faisalabad to gauge cognitive and critical thinking prowess. Existing literature has flagged a research gap in dissecting critical thinking skills within the BS English program's framework. This inquiry probes how the curriculum structures of these prestigious universities fortify students' cognitive and critical thinking acumen and their competitive edge in the BS English program arena. The research methodology adopts a quantitative lens intertwined with content analysis. Cluster sampling pinpoints key cities in Punjab, stratified sampling steers premier university selection, and purposive sampling drills down into course objectives. The Critical Thinking Evaluation Model acts as the litmus test for gauging cognitive to critical thinking skills levels. The discoveries unfurl that both institutions place a premium on a gamut of skills, kicking off from foundational knowledge and traversing through comprehension, conceptualization, implementation, analysis, evaluation, creativity, and self-directed learning. Curriculum developers predominantly spotlight implementation-centric skills, trailed by comprehension and foundational knowledge. Other proficiencies garner relatively less focus, particularly in bolstering robust concepts linked to everyday scenarios and domain-specific issues. The study accentuates the urgency for higher education establishments to mindfully evaluate and tailor their BS English program curricula to enrich learners' critical thinking prowess in sync with the demands of the 21st century. This exploration stands as a beacon for higher education institutions to recalibrate their BS English program curricula, nurturing critical thinking skills vital for students to thrive in the contemporary landscape. Moving forward, it is recommended that universities integrate more experiential learning opportunities, interdisciplinary approaches, and real-world problem-solving tasks to further hone students' critical thinking abilities and prepare them for the dynamic challenges of the future.

Keywords: Teaching and Learning, Critical Thinking Skills, BS English Program, Scheme of Studies