Promoting Pre-service Teachers’ Critical Thinking Skills in Hybrid Learning Environments in Higher Education: Teachers’ and Students’ Perspectives

Critical thinking skills are essential in today’s educational landscape. They play a pivotal role in addressing future challenges and fostering economic competitiveness. However, many current teaching practices fail to effectively nurture fair-minded critical thinking. This study investigated how preservice teachers acquire and promote critical thinking skills, focusing on the perspectives of both instructors and students regarding pedagogical strategies in hybrid learning environments, particularly in the context of the AI age. Conducted at Ohio University, the research identifies effective strategies such as adapting course materials, fostering inclusive discussions, and integrating technology. The findings aim to enhance hybrid teacher preparation programs, highlighting the need for comprehensive training that equips educators to incorporate AI technologies and cultivate critical thinking skills in their students.

In an increasingly digital world, critical thinking skills are vital for academic and professional success. These skills encompass various competencies, such as analyzing information, generating ideas, defending opinions, and solving problems (Foo & Quek, 2019; Indrašienė et al., 2023). They enable individuals to make informed decisions and interpret information contextually, essential in both academic settings and everyday life (Alsaleh, 2020; Changwong et al., 2018; Goodsett, 2020).

Hybrid learning, which blends face-to-face instruction with online components, has emerged as a promising educational model. Research by Doe and Smith (2020) emphasizes the effectiveness of hybrid learning in fostering critical thinking skills among college students, advocating for course designs that actively engage students in critical analysis and reflective thinking. However, while hybrid learning offers innovative tools for discussion and collaboration, it also presents unique challenges.

 

Review of the Literature

Previous studies (e.g., Doe & Smith, 2020; Tathahira, 2020) highlight both the challenges and the potential benefits of leveraging technology in education. Yet, gaps remain in identifying specific instructional strategies that effectively promote critical thinking skills in hybrid environments (Graham, 2011). The shift from traditional classrooms to digital platforms complicates the integration of critical thinking skills into pre-service teacher education programs (Elfatihi, 2017; Putra et al., 2021). 

Many pre-service teachers report limited knowledge and skills in critical thinking, often lacking confidence in utilizing technology for instruction (Gambrell, 2019). This shift necessitates a re-evaluation of pedagogical strategies to prioritize the development of critical thinking skills. While numerous studies have explored critical thinking in traditional settings, few have addressed its cultivation in hybrid learning contexts. This calls for further research to identify effective strategies and best practices for encouraging critical thinking skills in online learning environments.

The importance of critical thinking in education is widely recognized, with numerous studies highlighting its impact on academic success and professional competence (Heydarnejad et al., 2021). However, less attention has been directed towards understanding how hybrid learning environments can be optimized to effectively promote critical thinking skills among pre-service teachers (Lu, 2021). It is important for teachers to create a safe space for expressing different views (Indrašienė et al., 2023).

Collaborative learning methodologies can significantly influence students’ critical thinking and decision-making processes (Eskiyurt & Özkan, 2024). Student-centered learning has been implemented to achieve this; however, some educators still prefer teacher-centered methods due to students’ difficulty grasping basic concepts and lack of reasoning ability in science, hindering communication and collaboration (Triantono et al., 2022). As education shifts toward active learning, there is growing emphasis on teaching methods that encourage critical thinking (Fakour & Imani, 2025). Innovative pedagogical approaches, including inquiry-based learning, project-based learning, and problem-oriented learning, encourage students to question, analyze, and synthesize information rather than passively receive it (Bahtiar, 2021). Active learning strategies invite students to find and construct their own knowledge so that students can develop life skills and readily solve the problems they encounter in everyday life (Fitriani et al., 2022). Therefore, to promote students’ critical thinking skills, learning must be designed to be student-centered and invite students to be actively involved in the learning process (Wongsila & Yuenyong, 2019).

 

Hybrid Learning and Critical Thinking

Hybrid learning environments offer unique opportunities to foster critical thinking through diverse modalities and technologies. Online discussions, simulations, and virtual labs can provide students with interactive experiences that encourage them to analyze complex scenarios and develop innovative solutions (Al-Ghadouni, 2021). The need to teach critical thinking has become even more important (Makhene, 2019). Technology can engage students in critical thinking by providing alternative learning environments to complement and supplement student learning (Swart, 2017). Furthermore, critical thinking skills are essential for adapting to the rapidly changing demands of the professional world, enabling graduates to navigate complex challenges and contribute meaningfully to their respective fields (Haftador et al., 2023). Teachers can adopt appropriate techniques, strategies, and learning models to promote critical thinking (Purwanto et al., 2019).

This study aims to address this gap by examining the perspectives of pre-service teachers and their instructors regarding the effectiveness of hybrid learning environments in promoting critical thinking skills (Anwar & Mutiah, 2022; Swart, 2017; Trinova et al., 2020). By analyzing the experiences and insights of both groups, this research seeks to identify best practices, challenges, and opportunities for enhancing critical thinking development in hybrid learning settings.

 

Research Objectives

My study aimed to explore how teachers integrate critical thinking skills into hybrid learning courses and assess the effectiveness of various strategies in fostering critical thinking skills among pre-service teachers. I sought to understand instructors’ and pre-service teachers’ views on strategies such as active learning and problem-based learning, as well as their experiences with these methods in hybrid learning environments.

 

Methodology

To achieve the study’s objectives, I employed a multiple case research design with qualitative methods. Participants included teachers and pre-service teachers from Ohio University, recruited following the ethical guidelines set by the Institutional Review Board (IRB). Data collection involved surveys, semi-structured interviews, participation in workshops, and analysis of course materials.

Thematic analysis was employed to uncover patterns and insights regarding pedagogical strategies that promote critical thinking skills. The research draws on theoretical frameworks, such as constructivism (Piaget, 1972; Vygotsky, 1978) and the TPACK framework (Mishra & Koehler, 2006), to analyze how educational practices enhance critical thinking skills in hybrid settings.

 

Assumptions and Key Insights

The study aimed to generate actionable insights for enhancing critical thinking skills in hybrid learning environments in higher education. I entered this study with several assumptions about the types of strategies I might encounter in the data, as summarized below. 

• Adapting course materials for real-world applications: I anticipated that participants would discuss the importance of making course content relevant to real-world scenarios in order to help students critically apply their knowledge.

• Fostering inclusive discussions: I expected that participants would highlight the role of diverse, inclusive discussions in encouraging critical thinking by allowing different perspectives to emerge.

• Integrating interactive technology: I believed some participants might mention the use of technology, such as multimedia tools or AI, to engage students in interactive, critical thinking exercises.

• Addressing cultural factors impacting student success: Given the diverse student body in hybrid environments, I anticipated that the study would uncover discussions on how cultural differences impact students’ engagement with critical thinking and how these factors could be addressed.

In the course of conducting the study and analyzing the results, I found that some of these assumptions were correct, but there were also a few surprises. First, I discovered that both instructors and pre-service teachers identified methods like problem-based learning and case-based learning as crucial for fostering critical thinking skills, facilitating analysis, and critical evaluation. Exposure to these strategies significantly enhanced pre-service teachers’ critical thinking skills in hybrid learning environments, fostering engagement and active learning. This suggests that hybrid learning's blended nature provides a unique platform for applying theoretical knowledge in practice.

At the same time, I found that challenges arose in integrating technology and specific teaching methods. Instructors faced technical difficulties or struggled with effective technology integration. Likewise, pre-service teachers found it challenging to adapt to new learning styles or unfamiliar tools. Understanding these challenges is vital for fostering pre-service teachers’ critical thinking skills. 

These findings provide valuable insights into how these educational resources can be strategically used in hybrid learning settings.

 

Study Limitations

Conducted at a single institution, Ohio University, the results of this study may not generalize to other educational contexts. As a qualitative case study, subjective interpretations of interviews may introduce bias, despite efforts to maintain objectivity.

The limited timeframe of the study did not allow for long-term pedagogical changes to be captured. As well, variability in technology tools and teaching styles may have affected the consistency of the findings. Moreover, self-reported data may carry response bias, and the focus on a specific course may limit relevance to other disciplines. The rapidly evolving nature of AI and technology may also date the findings over time.

 

Conclusion

This study underscores the critical importance of fostering critical thinking skills in pre-service teachers, especially in the context of hybrid learning environments. The findings highlight the potential of instructional strategies such as problem-based learning, case-based learning, and active, inclusive discussions to enhance critical thinking among students. These strategies not only help pre-service teachers develop analytical and evaluative skills but also encourage the application of theoretical knowledge to real-world contexts.

The study also reveals several challenges, including difficulties in technology integration and adapting to new pedagogical tools. These challenges, however, provide key opportunities for improvement in teacher preparation programs. For instance, instructors must receive continuous professional development to effectively use technology and adapt teaching methods for hybrid environments. Additionally, strategic incorporation of multimedia and AI tools can significantly contribute to the development of critical thinking skills.

Given the rapidly evolving landscape of AI and digital learning, the study’s implications are far-reaching. Educational institutions should consider integrating AI and interactive technology into teacher preparation programs, ensuring that both faculty and pre-service teachers are equipped to navigate these tools. Moreover, there is a need for more research exploring effective strategies for integrating critical thinking into hybrid and online learning environments, as well as the role of AI in shaping future pedagogies.

 

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