Perceptions of EFL Teachers about Promoting Critical Thinking in Libyan Primary Schools: A Qualitative Case Study
Keywords:
Critical Thinking, Teacher Perceptions, Qualitative Case Study, Libyan Education, Primary SchoolAbstract
This qualitative case study examines the views of English as a Foreign Language (EFL) teachers at Bandar Alshamalia Primary School in Libya concerning the enhancement of critical thinking (CT) skills. In a global educational environment that increasingly emphasises higher-order thinking skills, the Libyan context continues to be defined by conventional, teacher-centered approaches. This study sought to reconcile the disparity between policy objectives for CT and actual classroom experiences by examining the direct experiences and perspectives of the teachers responsible for its implementation. Data was gathered via semi-structured interviews with four EFL teachers at the institution. We wrote down what was said in the interviews and then used thematic analysis to find important patterns and themes. The results show that there is a big gap between teachers' theoretical understanding of CT and the real-world problems they have to deal with. The teachers made it clear that they wanted help that was useful in their own situations rather than just learning theory. They were asked for lesson plans that were based on real-life examples, workshops where they could work together, and teaching materials that fit with what they were already teaching. The study found that the successful use of critical thinking in this setting is not just a teaching issue, but a systemic one as well. A dual approach was necessary, offering teachers tangible, contextualised professional development while concurrently tackling the structural limitations of the educational system. This study emphasises the essential need to synchronise teacher support with systemic reform to establish the advancement of critical thinking as a feasible and enduring objective in Libyan primary schools.
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