Exploring Teachers' Pedagogical Beliefs and Classroom Practices for Fostering Critical and Creative Thinking: A Phenomenographic Perspective

In the rapidly evolving landscape of global education, the role of teachers has become complex and dynamic. These transformations demand not only a rethinking of curriculum and assessment practices but also a profound shift in teachers’ pedagogical beliefs and instructional strategies. Among the most emphasized goals in contemporary education is the development of“21st-century skills.” In this context, fostering such higher-order thinking skills in classrooms has become a central objective of educational policies and pedagogical frameworks worldwide. However, the actualization of these objectives largely depends on teachers’ beliefs about teaching-learning, understanding of critical and creative thinking, and the strategies they use to integrate these skills into classroom practices. This study adopts a phenomenographic approach to explore how teachers conceptualize and implement pedagogical practices aimed at nurturing critical and creative thinking among students. By examining variations in teachers’ conceptions and practices, this study aims to offer deeper insight into the challenges and opportunities they face in translating educational goals into meaningful classroom realities. In conclusion, the study emphasizes that while teachers recognize the importance of critical and creative thinking and employ a variety of strategies to foster them, systematic reforms are essential to overcome persistent barriers.