1.
CRITHINKEDU
Critical Thinking Across the European Higher Education Curricula
2017

2.
CRITHINKEDU: Actions and Preliminary Findings from
TEI of Thessaly Team
Evangelos Fradelos1, Konstantinos Tsaras2,
Ioanna V. Papathanasiou2
1. Scientific Collaborator, Nursing Department, Technological Educational Institute of Thessaly, Larissa,
Greece.
2. Assistant Professor, Technological Educational Institute of Thessaly, Larissa, Greece.

3.
Critical Thinking
2016
Critical thinking is defined as the mental process of actively and skillfully
perception, analysis, synthesis and evaluation of collected information
through observation, experience and communication that leads to a
decision for action.

4.
Critical Thinking
Across the European Higher Education
Curricula CRITHINKEDU
2016
Funded by the European Commission under the Erasmus+ Programme, the ‘Critical
Thinking Across the European Higher Education Curricula – CRITHINKEDU’ project
arises with the background and experience of European Higher Education
Institutions, business corporations and Non-Governmental Organisations and their
ongoing concern to improve the quality of learning in universities and across
different sectors, which converge in a common need on how to better support the
development of Critical Thinking (CT) according to labour market needs and social
challenges.

5.
Project Number: 2016-1-PT01-KA203-022808
Funding: European Union
Programme: Erasmus+ / KA2 Action – Strategic Partnerships
Budget: 397 478,00€
Duration: 2016-2019
Coordinator:
University of Trás-os-Montes e Alto Douro, Portugal
Partners:
Universidad de Santiago de Compostela, Spain
Universita Degli Studi Roma Tre, Italy
University of Western Macedonia, Greece
Technological Educational Institute of Thessaly, Greece
University College Dublin, Ireland
Katholieke Universiteit Leuven, Belgium
UC Leuven, Belgium
Siuolaikiniu Didaktiku Centras, Lithuania
University of Economics, Prague, Czech Republic
Academia de Studii Economice din Bucuresti, Romania

6.
2016
CRITHINKEDU will create an opportunity to foster dialogue among relevant actors in a
joint industry-university forum, with continuous effort to align learning outcomes with
real world challenges. It will also allow the implementation of a model of CT teaching
and learning activities transnationally in the various partners’ courses, and the
consortium will work as a network to promote CT education around Europe. This
internationalization of CT curricula aims to be an effective way of providing an
academic environment that supports the diverse cultural learning needs of
international students.
Critical Thinking
Across the European Higher Education
Curricula CRITHINKEDU

7.
2016

8.
2016
The research team from TEI of Thessaly in order to collect evidence of
needed critical thinking skills from different sectors and professional
areas, organized and conducted interviews in two focus groups. The focus
groups were from the public and the NGO sector. Sixteen (16) persons
with managerial experience were participated.
For the analysis of the result from the interviews the Facione et al. tables
for CT Skills and CT Dispositions were used. Eight tables were finally
conducted, two for each professional field, Education, Information and
Communication, Administration and Health.
TEI of Thessaly
Focus Groups

9.
2016
Participants in focus groups that are administrators:
Public Sector
MB, Administrator, Manager of Quality Assurance. Man, works for 10 years, 4 years of
management experience. Code: PB_GR_TEI_2_ADMIN
NGO Sector
NE, Administrator, Manager of an NGO for Alzheimer Disease. Woman, works for 32
years, 14 years of management experience. Code: NGO_GR_TEI_2_ADMIN
GA, Administrator - Economist, Senior Manager of an NGO for Alzheimer Disease.
Woman, works for 7 years, 3 years of management experience. Code:
NGO_GR_TEI_3_ADMIN
Results for the Professional Field
Administration

10.
2016
Interpretation Self-regulation
Inference Evaluation
Explanation
Analysis
Basic Critical Thinking Skills
(Facione et al, 1990)

11.
2016
SKILL SUB SKILL QUOTATIONS/CODES**
Interpretation Categorize “…. she/he should have knowledge of the system, in which the organisation
belongs ...” (PB_GR_TEI_2_ADMIN)
“… to keep informed of the developments in his sector in order to be able to do
some tasks automated and easier …” (NGO_GR_TEI_3_ADMIN)
Decode significance “… or to have the time within the organization to find out what is the
organization, how it works, if there is a vision, purpose and structure in order to
be able to place the organisation, which he joins, in the broader context …”
(PB_GR_TEI_2_ADMIN)
“…… There is no written vision and mission, so as to be understood by all staff,
not just the administration, in my opinion, in order for us to be able to help in
this direction ……”(PB_GR_TEI_2_ADMIN)
Clarify meaning “…. what exactly was the subject of his degree” (PB_GR_TEI_2_ADMIN)

12.
2016
SKILL SUB SKILL QUOTATIONS/CODES**
Self-regulation Self monitor “….It is purely the personal concern of everyone to realize what he lacks, in order to be
trained on it …..”(PB_GR_TEI_2_ADMIN)
“…. It is necessary for our philosophy to include self-awareness, and self-evaluation
through concrete elements …..”(PB_GR_TEI_2_ADMIN)
“…evaluation and self-assessment, these are my weak points …..the same with
knowledge ……..” (NGO_GR_TEI_2_ADMIN)
“…responsibility belongs to each individual alone ... depending on the field he is
working in ….” (NGO_GR_TEI_3_ADMIN)
“….I would like to point out that the actual assessment itself may be an incentive(/a
motive) as long as it is used with objective criteria ….” (PB_GR_TEI_2_ADMIN)
Self correct “….We support self-awareness, we support self-evaluation. The common assessment
framework itself is one of the tools that could be used. But we need to tell the truth to
ourselves; who we are, what we do, our tasks / achievements calculated / recorded,
what problems we have, all added up, so that they can be evaluated by the leadership
of the hospital, the leadership of the DOE, the leadership of the ministry.”
(PB_GR_TEI_2_ADMIN)
“…To change … this one, too …..”(NGO_GR_TEI_2_ADMIN)
“… Basically change is a key element, and redefinition according to the new data...”
(NGO_GR_TEI_2_ADMIN)

13.
2016
SKILL SUB SKILL QUOTATIONS/CODES**
Inference Draw logically valid or
justified conclusions
“….So an actual recording and identification of the problem at all levels will provide a help
to solve it.…” (PB_GR_TEI_2_ADMIN)
Evaluation Assess credibility of
claims
“….We say that we have problems and we do not speak clearly. How I understand it as a
framework, but they are not recorded, measured, so that appropriate measures can be
taken …” (PB_GR_TEI_2_ADMIN)
Explanation Justify procedures “….As long as we do not have this standard recording, internally or externally, it is difficult
to go(proceed) to the solutions or the acquisition of the required knowledge ….”
(PB_GR_TEI_2_ADMIN)

14.
2016
criticalthinking
dispositions
Truth-seeking
Open-mindedness
Analyticity
Systematicity
Inquisitiveness
Cognitive maturity
Analysis
Basic Critical Thinking Dispositions
(Facione et al, 1990)

15.
2016
DISPOSITION SUB DISPOSITION QUOTATIONS/CODES**
Truth-seeking Eagerness to seek the best knowledge in a
given context
“… Also again on this reasoning, knowledge is needed in order to
participate and awareness of the business plan of the organisation. Again
this not only at the organization level, but all this should go down to
divisions, departments, offices ... " (PB_GR_TEI_2_ADMIN)
"... Because only if we give the real dimension (picture) we will be able to
find solutions and what is missing now ..." (PB_GR_TEI_2_ADMIN)
Honest & objective about pursuing
inquiry
“…. knowledge of measurement systems, as well. That is, I have work (to
do). How much work do you have? I have a lot of work. No, I don’t have a
lot of work, I have as much work as it is defined by these parameters ….”
(PB_GR_TEI_2_ADMIN)
Open-
mindedness
Tolerance to divergent views “…Innovative ideas...” (NGO_GR_TEI_3_ADMIN)
“…Familiarity with various changes is necessary …” (PB_GR_TEI_3_ADMIN)

16.
2016
DISPOSITION SUB DISPOSITION QUOTATIONS/CODES**
Analyticity Application of the reasoning & the use
of evidence to resolve problems
“….. I will again put forward the informed decisions, on the one hand we want flexibility, but on
the other there are many restrictions in the framework, which they should give us the course
and participation and knowledge in the goal setting procedure.... ” (PB_GR_TEI_2_ADMIN)
“… a plan. There must be an imaginary plan, to see how things are going and to be ahead of the
developments, this plan that we call business plan ... it must be designed in advance ….”
(NGO_GR_TEI_2_ADMIN)
Anticipating potential conceptual or
practical difficulties & readiness to
intervene
“…..If all this, that is, if we find the link between education, performance, operation and
functionality of the organization we will again find the path that will force us to
emphasize/underline what these skills and, abilities are, and to enhance them. They will not be
generally defined; they will be defined on the way to the goal …..” (PB_GR_TEI_2_ADMIN)
Systematicity Being organized, orderly, focused, &
diligent in inquiry.
“…One has to be organized, this is the number one (quality), to be efficient and responsible …”
(NGO_GR_TEI_2_ADMIN)
“….let's say you hold a managerial position ... this position requires organization and planning...”
(NGO_GR_TEI_3_ADMIN)
Organized
approaches to problem-solving &
decision-making
“…. So basically I would also like to raise the issue of interrelation with effective assessment and
target-setting, which exist only as titles and we do not know what they are …..”
(PB_GR_TEI_2_ADMIN)
“… To continually provide solutions and have alternatives (plan B)...” (NGO_GR_TEI_2_ADMIN)
“… (he) should have creativity, have imagination, be flexible …” (NGO_GR_TEI_2_ADMIN)

17.
2016
DISPOSITION SUB DISPOSITION QUOTATIONS/CODES**
Inquisitiveness Intellectual curiosity “….Clearly updated knowledge of the framework and the
technology, because it is the framework which is constantly
changing and the technology, of course. Knowledge of the
target-setting mechanism …” (PB_GR_TEI_2_ADMIN)
Desire to learn “… Whether this is a bit of experience, or acquired knowledge
or continuing education …”(PB_GR_TEI_2_ADMIN)
“…. to be able to follow the technological developments and
foreign languages …” (PB_GR_TEI_2_ADMIN)

18.
2016
Critical thinking is one of the most central and perhaps the most important of the key
skills required in society of the 21st century.
Critical thinking skills is needed to discern new challenges and opportunities from the
flux and glut of instant-access information.
These critical thinking skills have become a core competency in every workplace.
Thank you!