The challenge of developing critical thinking abilities

In the previous post, our initial exploration of the purpose of higher education focused on the issue of the importance of critical thinking in the international learning context. This was primarily based around an article by Shaheen (2016). This week, our discussion on cross-cultural differences in learning expectations refers to the cultural dimensions model of Hofstede (1996).

Summary of the article by Shaheen

The study explores the initial challenges faced by international students, both in terms of understanding what critical thinking is, together with the key factors that can limit the development of critical and analytical thinking, primarily from the perspective of teachers.

Put simply, educators highlighted that the central issues limiting the initial development of critical thinking centred around contrasting cross-cultural models of teaching methods, learning styles, academic expectations, and poor English language abilities that limited the successful expression of critical thinking, especially in written academic arguments.

Contrasting cross-cultural models of education

The purpose, priorities, objectives, and expectations of educational systems are ultimately shaped by the deeper cultural values of societies. Hofstede illustrates the concept of culture in the form of an onion that can be peeled layer by layer to reveal the content. At the very centre are the deeply embedded cultural values that remain relatively stable over time and shape the thinking of members in relation to key expectations.

The onion cultural model by Hofstede (1996)

More specifically, Hofstede’s dimension of power distance is particularly relevant in terms of illustrating the contrast between student-centred and teacher centred learning expectations as described below. The contrast between these two cultural learning styles will be the subject of the next post.

Small Power Distance Cultures (SCL)	Large Power Distance Cultures (TCL)
Teacher expects students to find their own path	Students expect teachers to define the correct path
Teacher should respect the independence of his/her students	Teacher merits the respect of his/her students
Teacher expects students to initiate communication	Students expect teacher to initiate communication
Students may speak up spontaneously in class	Students speak up in class only when invited by the teacher
Students allowed to contradict or criticise teacher	Teacher is never contradicted nor publicly criticised
Effectiveness of learning related to amount of two-way communication in class	Effectiveness of learning related to excellence of the teacher

Note. Adapted from ‘Cultural differences in teaching and learning’ by Hofstede (1986)

Note. Hofstede Insights

The good and bad news

The good news is that most overseas students eventually adapt successfully to the initially unfamiliar learning expectations at international educational institutions because of the high level of commitment shown by the domestic educators.

However, the period between arrival and adaptation can be experienced as a particularly stressful encounter for many international students. Indeed, this culture shock can result in some students becoming disorientated, isolated, or demotivated. This can also result in an experience of stress and the debilitating experience of homesickness.

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Questions 1

As highlighted in the text by Shaheen, to what extent would the transformational process enabling international students to acquire critical thinking abilities be further enhanced if teachers at English-medium institutions gained more knowledge of the domestic learning culture of their students?

Question 2

Would international students benefit from a more proactive approach to bridging the cross-cultural learning shock by providing pre-arrival courses that introduce some of the key contrasting learning expectations as illustrated in our course Academic Expectations?

Question 3

To what extent is the acquisition of critical thinking skills beneficial for international students when they return to the domestic context?

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References

1. Hofstede, G. (1986). Cultural differences in teaching and learning. International Journal of Intercultural Relations, 10(3), 301–320. https://doi.org/10.1016/0147-1767(86)90015-5

2. Hofstede, G. (1996). Cultures and organizations, software of the mind: intercultural cooperation and its importance for survival. McGraw-Hill.

3. Hofstede Insights (2023, October 16). Country comparison tool. https://www.hofstede-insights.com/country-comparison-tool

4. Shaheen, N. (2016). International students’ critical thinking-related problem areas: UK university teachers’ perspectives. Journal of Research in International Education, 15(1), 18–31. https://doi.org/10.1177/1475240916635895