The Anatomy of Critical Thinking in Iran's National Curriculum: A Phenomenological Perspective

Critical thinking, a vital ۲۱st-century skill, varies in conceptualization and implementation across educational systems, particularly in centralized, exam-driven contexts like Iran's national curriculum. This study aimed to explore the structure and lived experiences of critical thinking within Iran's high school curriculum through a phenomenological lens. A multi-phase qualitative methodology was employed, integrating curriculum content analysis across five academic tracks (Mathematics & Physics, Experimental Sciences, Humanities, Technical-Vocational Education, Arts), conceptual modeling, and semi- structured interviews with ۲۰ high school students (grades ۱۱-۱۲) selected via purposive sampling. Textbook analysis focused on skill extraction using deductive-inductive coding, while student interviews explored perceptions of critical thinking in pedagogical practices and assessments. Data were analyzed thematically, incorporating phenomenological principles to identify patterns in cognitive engagement and contextual influences. Findings revealed a complex interplay between curriculum intentions and student experiences, highlighting gaps in fostering critical thinking despite its theoretical emphasis. Cultural and systemic factors, such as exam-oriented instruction and limited student-centered practices, were identified as barriers. Students reported fragmented opportunities for authentic critical engagement, with disparities across academic tracks. The study underscores the need for curriculum reforms that align global critical thinking frameworks with local educational realities, emphasizing teacher training and pedagogical shifts to bridge theory-practice divides. Such efforts could enhance cognitive competencies while respecting Iran's educational values.

کلیدواژه ها:

Critical Thinking ، National Curriculum ، Phenomenology