Instructional Strategies for Teaching Critical Thinking in K–12: A Systematic Review and Meta-Analysis

This project documents the preregistered protocol, coding framework, and analytic plan for a systematic review and meta-analysis of instructional strategies for teaching critical thinking skills and dispositions, with a specific focus on K–12 education. By restricting the population to primary and secondary school students, this study aims to reduce developmental and instructional heterogeneity and provide more targeted evidence for classroom-based instructional practices.