A Qualitative Analysis of Critical Thinking Skills Through Real-World Software Development Projects

This study explores how experiential, client-driven projects in an advanced undergraduate Software Development course foster critical thinking and adaptability. Grounded in Kolb's experiential learning theory, the course employed Project-Based Learning (PBL) and Agile methodologies to simulate real-world development environments. Students collaborated in teams to design and implement web-based applications for external clients, integrating technical skills with essential skills such as communication and leadership. Using an interpretative phenomenological analysis (IPA) approach, we examined reflective writing from course students to identify perceived impacts on professional readiness. Three dominant themes emerged: (1) Communication and Collaboration, emphasizing team and client interaction; (2) Adaptability and Flexibility, reflecting students' ability to manage shifting requirements and unfamiliar tools; and (3) Planning and Agile Project Management, highlighting iterative workflows and time management. Students reported increased confidence in troubleshooting, independent learning, and decision-making under pressure—skills essential for navigating dynamic software environments. Findings underscore the value of embedding authentic, interdisciplinary projects within computing curricula to foster critical thinking skill sets and confidence in abilities. Recommendations include integrating structured reflection, discipline-specific reasoning tasks, and sustained faculty support to align learning with industry demands.