Theoretical and Empirical Exploration of Critical Thinking Education and Its Impact on the Quality of Deep Learning Across Educational Levels

Abstract

This study aims to systematically explore the theoretical foundations and empirical evidence of critical thinking education and to explain its role in enhancing the quality of deep learning across different educational levels. This qualitative review study employed an analytical–interpretive approach based on a systematic examination of the literature. Following a comprehensive search of major academic databases and screening based on predefined inclusion and exclusion criteria, 15 eligible articles were purposively selected. Data were analyzed using qualitative content analysis through open, axial, and selective coding. Data management and coding organization were conducted using NVivo software (version 14), and the analytical process continued until theoretical saturation was achieved. The findings indicate that critical thinking education enhances deep learning by strengthening cognitive self-regulation, metacognitive awareness, advanced information processing, complex problem-solving, and logical reasoning. These mechanisms contribute to increased cognitive engagement, deeper conceptual understanding, improved learning transfer, and higher academic self-efficacy and performance. Furthermore, instructional designs based on active teaching methods, interactive learning environments, formative assessment, and the facilitative role of teachers significantly reinforce these outcomes. Critical thinking education constitutes a fundamental pillar for achieving deep and sustainable learning in contemporary education systems, and its systematic integration into curricula and educational policies can substantially improve learning quality and learners’ readiness to address complex future challenges.