Pedagogical innovations for teaching critical thinking in elementary schools: A qualitative case study in Sialkot

Abstract

This research is concerned with pedagogical innovations aimed at improving critical thinking skills in classroom practices in elementary schools in District Sialkot, Pakistan. Although international educational reforms emphasize higher-order thinking skills, teacher training programs in Pakistan are still dominated by lecture-based and traditional pedagogies, which limit students’ analytical and reflective capacities. The study employs a qualitative case study research design to explore teachers’ perceptions and use of pedagogical strategies, including inquiry-based learning, reflective teaching, collaborative learning, and the use of digital instructional tools. Data were collected through semi-structured interviews with eight teachers purposively selected from public elementary schools of Sialkot. The study explores the alignment between theoretical training frameworks and classroom practices and institutional, curricula, and resource-related constraints on pedagogical innovations. The findings suggested that pedagogical innovations help to develop critical thinking skills in elementary classrooms. It is suggested to provide better resources, professional development opportunities and supportive policies to enable teachers to practice these pedagogical innovative strategies more effectively in the classroom settings. The study proposes that teachers receive training to help them use inquiry-based learning, collaborative activities, and technology efficiently in the classroom settings. It also recommends making advancements in school infrastructure with the latest assessment design to develop critical thinking skills and problem-solving techniques instead of rote learning.