Title: A Scoping Review of Pedagogical Strategies for Fostering Critical Thinking in Junior High School Students
Authors: Lyndon Neil T. Reci?a
Volume: 9
Issue: 6
Pages: 273-277
Publication Date: 2025/06/28
Abstract:
This study presents a scoping review of literature on pedagogical strategies aimed at fostering critical thinking among junior high school students. Recognizing critical thinking as a foundational skill for academic success and lifelong learning, the review explores instructional approaches that have been implemented between 2015 and 2025 across various educational contexts. Guided by the methodological framework of Arksey and O'Malley (2005), the review followed five stages: identifying research questions, sourcing relevant literature, applying inclusion criteria, data charting, and thematic synthesis. A total of peer-reviewed articles, conference papers, and academic reports were analyzed using qualitative content analysis. The review identified five key themes: (1) inquiry-based learning, which encourages student-led exploration and questioning; (2) Socratic questioning and dialogic teaching, which promote analytical discourse; (3) technology integration, particularly digital tools that support interactive and reflective learning; (4) project-based learning, which situates critical thinking within real-world contexts; and (5) teacher professional development, emphasizing the educator's role in designing and facilitating critical thinking-rich environments. Findings reveal that while a variety of strategies are being employed, their effectiveness often depends on teacher capacity, contextual relevance, and instructional design. The review highlights both promising practices and gaps in the literature, particularly the need for more localized and longitudinal studies. This scoping review offers valuable insights for educators, curriculum designers, and policymakers aiming to integrate critical thinking more effectively into junior high school pedagogy.