Hurdles Moroccan University Professors Encounter in Enhancing Critical Thinking Skills

Abstract

The aim of this study is to explore  the hurdles Moroccan university professors  encounter in enhancing  critical thinking skills  in Moroccan  higher education .The participants  of this study  were  Moroccan university professors  from different universities  in Morocco . The study uses qualitative design . The contents of professors’ interviews  were  analyzed qualitatively. The results  of the study display  clearly  that   CTS in higher education are  crucial for professional contexts , everyday practices and workplace success  ; however, their enhancement  is  challenging for many professors. The difficulties university professors encounter in developing CTS are aligned to many factors . Firstly, students are not motivated to discuss their views publically. Secondly, Students most of the time cannot differentiate between opinions and facts and use logical fallacies in their discussions. Thirdly, students are not involved in other extra-curricular activities to sharpen their CTS. The study ended up by displaying practical solutions to overcome such hurdles.