Instructional Strategies to Foster Critical Thinking: Self-reported Practices of the Faculty in Albania

Although critical thinking is listed among the objectives and outcomes of many programs in higher education, it is not clear whether faculty foster it in the classroom. This study is designed to look into the usage of instructional strategies that encourage critical thinking by the faculty in private educational settings in Albania. The results revealed that certain aspects of critical thinking such as defending positions and considering other perspectives were frequently used where as modeling CT was more meaningful in younger faculty with less experience. Teacher reflection was widely practiced but student reflection needed better tools to be developed. As we go forward, increasing faculty awareness about the importance of training students for critical thinking will make the learning process more productive and memorable.