Development and Examination of a Real-World Practice–Based Framework for Critical Thinking in Higher Education

Developing learners’ critical thinking (CT) remains a central goal of higher education, particularly in learning contexts involving complex real-world problems. However, many instructional approaches for fostering CT have limited emphasis on learners’ engagement in real-world practice and the societal impact of their judgments and solutions. This study proposes a Real-World Practice–based Critical Thinking framework (RWP-CT) that integrates the value-based reflective processes of Values and Knowledge Education (VaKE) with the action-oriented design of Challenge-Based Learning (CBL). A quasi-experimental design was used with 101 first-year university students assigned to an experimental group receiving RWP-CT instruction and a control group receiving conventional instruction. Data were collected through pre- and post-tests, semi-structured interviews, and learners’ practice-based solutions. Quantitative data were analyzed using independent-samples t-tests and Mann–Whitney U tests, while qualitative data were analyzed through thematic analysis. Learners’ practice solutions were further evaluated by experts. Results indicate that the RWP-CT framework showed potential in promoting learners’ CT (p 0.80), with learners’ practice-based solutions further supporting this result. Qualitative findings further suggest that the framework supported learners in linking value judgments, evidence-based reasoning, and real-world action, as well as in perceiving CT transfer to authentic contexts. The findings suggest that integrating structured value reflection with real-world action can support CT development as a continuous process from judgment to practice, offering a viable instructional design for higher education.