The impact of digital tools on critical thinking skills among Jordanian university

The purpose of this study was to explore the extent to which digital tools contributed to critical thinking skills among Jordanian university students. The total sample was comprised of 402 boys and girls. An 18-item instrument was developed, and its validity and reliability were confirmed. Methodology: This is a descriptive-analytical study conducted with a quantitative survey. The students’ digital tool use (M = 3.71) and critical thinking skills practice (M = 3.76) were both at a high level, according to the findings. Moreover, the results also demonstrated a strong and significant relationship between digital tool using methods and critical thinking skills (R2 = 0.800, p < 0.001). According to the linear regression model, 64 percent of the variance in students’ CT levels was accounted for because of using digital tools (R2 = 0.640). Results also revealed statistical differences related to gender, academic specialization, and the level of daily use of digital tools, but not according to academic year or type of university. The findings of the study reveal that the effectiveness of the implementation of digital tools for CT development is more associated with purposeful application and quality of pedagogic dialog rather than the type of digital tool.