CULTIVATING CRITICAL THINKING THROUGH THE ENGLISH CURRICULUM: REIMAGINING LANGUAGE EDUCATION FOR THE 21ST CENTURY

Abstract

Developing critical thinking (CT) skills has become a crucial educational goal in the 21st century, especially in English language education. This study investigates the integration of critical thinking into the English curriculum and how it reshapes learners’ communicative competence, creativity, and problem-solving abilities. Employing a qualitative descriptive method, this research involved 40 English teachers and 120 students from three public high schools in Indonesia. Data were collected through classroom observations, document analysis of curriculum guidelines, and semi-structured interviews. Findings revealed that while the English curriculum explicitly promotes higher-order thinking skills (HOTS), its implementation is often hindered by exam-oriented practices, limited teacher training, and lack of contextual materials. The study concludes that embedding CT in English instruction requires curriculum redesign, teacher empowerment, and authentic learning contexts. It recommends the integration of inquiry-based learning, project-based assessment, and reflective pedagogy to sustain critical thinking development among EFL learners.