A Comparative Study of Critical Thinking Disposition Among Students of Theology Education and Counseling at Farhangian University and Level 1 Seminary Students

Document Type : Research Paper

Authors

1 Assistant Professor, Department of Educational Administration, Farhangian University, Tehran, Iran (Corresponding Author)

2 Assistant Professor, Department of Islamic Education, Farhangian University, Tehran, Iran

3 Master’s Student in Educational Research, Ferdowsi University of Mashhad, Mashhad, Iran

10.30471/psy.2026.11276.2353

Abstract

Extended Abstract
 
Introduction and Objectives: Critical thinking is presented as a key component in deep learning and decision-making. Therefore, teaching critical thinking in today’s complex world is essential. The Oxford Dictionary defines critical thinking as the process of analyzing information to make a logical decision about the truth of a belief. The American Philosophical Association, by summarizing other definitions and considering two components “cognitive skills” and “emotional dispositions,” has provided a comprehensive definition of critical thinking. Positive emotional dispositions or an inclination toward critical thinking are a vital part of this type of thinking, and without them, critical thinking either does not occur or manifests below the standard level. It is noteworthy that the most recognized measures of disposition toward critical thinking are engagement, maturity, and innovativeness. On the other hand, the concept of critical thinking is not unfamiliar to Islamic education; the Quran addressed this subject fourteen centuries ago. Therefore, fostering critical thinking in Islamic education, aimed at achieving the ultimate goals of Islam, not only includes analytical skills and logical evaluation but also manifests in cultivating moderate ethical attitudes and conscious inquiry. Additionally, Iran’s National Curriculum Document emphasizes attention to the components of critical thinking, and the Comprehensive Scientific Map of the country also stresses the importance of critical thinking and its exemplifications. Despite these rich frameworks, conducted research reveals deficiencies in the educational system’s ability to cultivate critical thinking at various educational levels.
In this regard, this study was conducted with the aim of comparing the disposition toward critical thinking between students of Theology Education and Counseling at Farhangian University, as a governmental and mission-oriented university, and Level 1 seminary students at the Islamic Seminary, in order to identify existing educational gaps and pave the way for necessary improvements.
Method: This research is applied in terms of its objective and quantitative in terms of data collection, of the descriptive-comparative type, with the necessary data collected through a cross-sectional survey. The study involved three statistical populations: first- and final-year male undergraduate students in Theology Education (88 cases) and Counseling (103 cases) at Farhangian University of Mashhad, and seminary students in levels 1, 2, 4, and 5 (75 cases) at the Al-Mahdi Seminary (AJ) in Mashhad, branches 1 and 2, who had entered the seminary with a high school diploma. Among these 266 people, a sample of 189 was selected by convenience sampling, with gender considered as a controlled variable and fixed; only males were examined. The data collection instrument was the standardized 33-item Ricketts Critical Thinking Disposition Assessment (CTDA) questionnaire, consisting of three subscales: Engagement, Maturity, and Innovativeness. In Iran, Pakmehr and colleagues (2013) first translated this questionnaire and, after confirming its face and content validity, administered it to 472 high school students in Mashhad, validating it and reporting its reliability with a Cronbach’s alpha of 0.76. In the present study, the reliability coefficients of the research instrument obtained by Cronbach’s alpha were 0.73 for the Engagement subscale, 0.67 for Maturity, and 0.69 for Innovativeness. Seventeen questionnaires were invalid and excluded from the analysis, resulting in a final sample of 172 questionnaires analyzed using SPSS version 27 at descriptive statistics level (mean and standard deviation) and inferential statistics (one-sample t-test, independent t-test, one-way ANOVA, and Tukey’s post hoc test).
Results: The findings indicated that the level of disposition toward critical thinking, as well as the levels of its components (Engagement, Maturity, and Innovativeness), in both students of the Theology Education and Counseling disciplines and in seminary students—whether first-year or final-year, thus across six groups studied—were significantly higher than the test value (99, 39, 27, 33) and were shown to be at a moderate level. Only the component of maturity (28.07) in final-year Theology Education students did not show a significant difference from the test value (27), indicating a relative weakness in their maturity scores compared to other scores. Additionally, within-group comparisons between first-year and final-year students in each population showed that, unlike seminary students, whose disposition toward critical thinking did not differ significantly between grades 1 and 2 versus grades 4 and 5, the disposition toward critical thinking in Theology Education and Counseling students significantly decreased from the first to the final year. This decrease was notably evident in the engagement component of final-year Counseling students. Finally, between-group comparisons of first-year students across the three populations revealed no significant difference in the means of the two components of engagement and maturity; however, the mean innovativeness component in seminary students of grades 1 and 2 was noticeably and significantly lower than that of first-year Theology Education students. Similarly, between-group comparisons of final-year students across the three populations showed no significant difference in the means of the two components of engagement and innovativeness, but the mean maturity component in seminary students of grades 4 and 5 was higher than that of final-year Theology Education students.
Discussion and Conclusions: Although studies have shown that the level of critical thinking in higher education in Iran has not only failed to improve over the past two decades but has also remained relatively stable at a low level, the educational environments of the seminary and Farhangian University have differences in fostering various dimensions of disposition toward critical thinking. In some aspects, the seminary’s educational programs have performed better because they have addressed the innovativeness weaknesses of the early years of students and have also surpassed Farhangian University in the domain of maturity. This result may be the outcome of fundamental changes in the seminary, emphasizing research orientation, the addition of updated courses, the division of advanced levels into general and specialized tracks, and the inclusion of 16 widely used knowledge domains, which have been implemented in recent years as part of the seminary’s curriculum transformation. According to evaluations conducted, these changes have led to relatively favorable learning outcomes, behavioral results, and performance. On the other hand, the decline in disposition toward critical thinking during the final years of the undergraduate program at Farhangian University indicates a weakness in their educational system’s ability to sustain the enhancement of critical thinking. This may stem from repetitive and non-applicable course content, inappropriate teaching methods, the instruction of scattered and unrelated topics, classes lacking creativity and attractiveness, and the absence of student participation in discussions, as supported by research. This underscores the necessity for greater attention to rationality and human reflection.
Since the traditional teaching approach does not emphasize practical problem-solving or the development of critical thinking, it is appropriate for the officials of Farhangian University to consider and reflect on the findings of this research and to pursue the use of active learning strategies and learner-centered learning, which help students actively participate in their own discovery process.
Acknowledgements: Hereby, appreciation and gratitude are extended to all the managers and educational staff of Farhangian University and Al-Mahdi Seminary (AJ) in Mashhad, as well as the students and seminary students who participated in completing the research questionnaire.
Conflict of Interests: The authors declare that this research had no financial support and that there are no conflicts of interest in the results of this study.

Keywords

References

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Studies in Islam and Psychology
Volume 20, Issue 41 - Serial Number 41
January 2026
Pages 195-236

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