critical thinking skills in teamwork

A Short Guide to Building Your Team’s Critical Thinking Skills

by Matt Plummer

Summary .   

Most employers lack an effective way to objectively assess critical thinking skills and most managers don’t know how to provide specific instruction to team members in need of becoming better thinkers. Instead, most managers employ a sink-or-swim approach, ultimately creating work-arounds to keep those who can’t figure out how to “swim” from making important decisions. But it doesn’t have to be this way. To demystify what critical thinking is and how it is developed, the author’s team turned to three research-backed models: The Halpern Critical Thinking Assessment, Pearson’s RED Critical Thinking Model, and Bloom’s Taxonomy. Using these models, they developed the Critical Thinking Roadmap, a framework that breaks critical thinking down into four measurable phases: the ability to execute, synthesize, recommend, and generate.

With critical thinking ranking among the most in-demand skills for job candidates , you would think that educational institutions would prepare candidates well to be exceptional thinkers, and employers would be adept at developing such skills in existing employees. Unfortunately, both are largely untrue.

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Building Your Team’s Critical Thinking Skills for Success

In today’s complex and rapidly changing world, the ability to think critically is crucial for individuals and teams seeking success. Like a sturdy foundation, critical thinking skills provide the necessary support and structure for problem-solving, decision-making, and innovation. However, the cultivation of these skills often falls short in educational and professional settings. This article explores the importance of building critical thinking skills and offers methods for their development, along with the benefits that can be reaped. By empowering teams with critical thinking, they can navigate challenges with agility and achieve desired outcomes.

Table of Contents

Key Takeaways

• Critical thinking skills are highly valued in job candidates and are essential for problem-solving and innovation.
• Educational institutions and employers often do not adequately develop critical thinking skills.
• Lack of critical thinking skills can lead to poor decision-making and decreased productivity and efficiency.
• To develop critical thinking skills in your team, provide specific instruction and guidance, offer training programs and resources, encourage open-mindedness, and foster a culture that values and rewards critical thinking.

The Importance of Critical Thinking Skills for Success

The importance of critical thinking skills for success is evident in the improved decision-making abilities, enhanced creativity and innovation, increased efficiency and productivity, better communication and collaboration within teams, and adaptability and resilience in the face of challenges that it brings. Critical thinking plays a crucial role in problem-solving and decision-making processes, as it enables individuals to analyze situations, evaluate options, and make informed choices. It helps in identifying biases, assumptions, and fallacies that may hinder effective problem-solving. To foster critical thinking in the workplace, organizations can implement strategies such as providing specific instruction and guidance, offering training programs, encouraging open-mindedness, fostering a culture that values and rewards critical thinking, and providing opportunities for practice and application of critical thinking skills. By developing these skills, individuals can enhance their problem-solving abilities and contribute to the overall success of the organization.

Understanding the Definition and Components of Critical Thinking

Execution, one of the measurable phases of critical thinking, involves the effective execution of tasks. Understanding critical thinking assessment is crucial in evaluating an individual’s ability to execute tasks and perform well in critical thinking. Bloom’s Taxonomy plays a significant role in critical thinking by providing a framework for understanding the different levels of thinking and the cognitive processes involved. It helps in assessing and developing critical thinking skills by categorizing thinking into six levels, ranging from basic knowledge to higher-order thinking skills such as analysis, evaluation, and creation. By using Bloom’s Taxonomy, educators and evaluators can assess the depth and complexity of critical thinking skills and identify areas for improvement. Incorporating Bloom’s Taxonomy into critical thinking assessment can guide the development of effective instructional strategies and promote higher-level cognitive thinking.

The Role of Execution in Developing Critical Thinking Skills

One of the measurable phases of critical thinking, execution, plays a crucial role in the development and enhancement of critical thinking skills. Execution refers to the ability to carry out tasks effectively. In the context of critical thinking, execution involves the application of problem-solving strategies and the implementation of plans or actions to solve a given problem or achieve a specific goal. Effective execution requires individuals to apply their analytical thinking, evaluate potential solutions, and make informed decisions. The impact of critical thinking on problem-solving is significant, as it enables individuals to approach problems systematically, consider multiple perspectives, and generate innovative solutions. By honing their execution skills, individuals can improve their problem-solving abilities and enhance their overall critical thinking prowess.

The Power of Synthesis in Critical Thinking

Synthesis, a fundamental component of critical thinking, involves the integration and combination of information to generate new perspectives and ideas. In problem-solving, synthesis plays a crucial role in developing critical thinking in the workplace.

Integration of Information: Synthesis requires the ability to gather and analyze information from various sources, such as research studies, reports, and expert opinions. By integrating this information, individuals can gain a comprehensive understanding of the problem at hand.

Generation of New Perspectives: Through synthesis, individuals can go beyond the surface-level understanding of a problem and generate new perspectives and ideas. This creative process allows for innovative solutions and approaches to problem-solving.

Problem-Solving Efficiency: Synthesis improves problem-solving efficiency by enabling individuals to identify patterns, connections, and relationships between different pieces of information. This holistic view helps in identifying the most appropriate course of action and avoiding potential pitfalls or biases.

Methods for Providing Instruction and Guidance in Critical Thinking

To effectively provide instruction and guidance in critical thinking, it is important to implement specific training programs and resources focused on the development of this skill. Methods for critical thinking instruction include providing specific instruction and guidance to team members, offering training programs and resources, encouraging open-mindedness and exploration of different perspectives, fostering a culture that values and rewards critical thinking, and providing opportunities for practice and application of critical thinking skills. These methods have numerous benefits for individuals and organizations. Developing critical thinking skills leads to improved decision-making and problem-solving abilities, enhanced creativity and innovation, increased efficiency and productivity, better communication and collaboration within teams, and adaptability and resilience in the face of challenges. Therefore, organizations should prioritize the implementation of these methods to cultivate critical thinking skills and reap the benefits of their development.

Training Programs and Resources for Developing Critical Thinking

Training programs and resources are essential for the development of critical thinking skills in individuals and organizations. These programs provide structured and systematic approaches to enhance critical thinking abilities. To measure the effectiveness of training programs in developing critical thinking skills, the following methods can be employed:

Pre- and post-training assessments: Before and after the training, individuals can be evaluated using standardized tests or assessments specifically designed to measure critical thinking skills. This allows for a quantitative comparison of skill improvement.

Performance evaluations: Observing participants’ performance in real-world scenarios can provide insights into their critical thinking abilities. Evaluating decision-making processes, problem-solving strategies, and the application of logical reasoning can help determine the effectiveness of the training.

Feedback and self-reflection: Gathering feedback from participants regarding their perception of their own critical thinking skills can provide qualitative data on the impact of the training. Self-reflection exercises can also help individuals identify areas for improvement and gauge their progress over time.

Encouraging Open-Mindedness and Exploring Different Perspectives

Encouraging open-mindedness and exploring different perspectives is a valuable approach in fostering critical thinking abilities. By exposing individuals to diverse viewpoints, they are prompted to challenge their own assumptions and beliefs, leading to a deeper understanding of complex issues. This process allows for the exploration of various angles and considerations, ultimately enhancing critical thinking skills. Creating a fostering critical thinking environment necessitates creating opportunities for individuals to engage in dialogue and debate, where they can listen to and learn from differing opinions. Additionally, it involves promoting a culture of respect and tolerance for diverse perspectives, encouraging individuals to actively seek out alternative viewpoints. By incorporating these practices, organizations and educational institutions can cultivate a critical thinking environment that nurtures the development of well-rounded individuals capable of thoughtful analysis and decision-making.

Creating a Culture That Values and Rewards Critical Thinking

Creating a culture that values and rewards critical thinking involves establishing systems and structures within an organization or educational institution that recognize and acknowledge individuals who demonstrate strong analytical and problem-solving capabilities. To promote critical thinking, organizations can implement the following strategies:

Implementing critical thinking in performance evaluations: Incorporating criteria that assess an individual’s ability to think critically and make sound judgments can incentivize employees to develop and display these skills. This can be done by including specific performance indicators related to critical thinking in the evaluation process.

Promoting critical thinking in team meetings: Encouraging open discussions and debates during team meetings can foster an environment where critical thinking is valued. By posing thought-provoking questions, encouraging different perspectives, and challenging assumptions, teams can collectively engage in critical thinking and generate innovative solutions.

Offering training and development opportunities: Providing training programs and resources focused on critical thinking can equip individuals with the necessary knowledge and skills to think critically. This can include workshops, seminars, or online courses that teach techniques and strategies for effective critical thinking.

Opportunities for Practice and Application of Critical Thinking Skills

One effective method to enhance critical thinking abilities involves providing individuals with practical scenarios and real-life situations that require the application of analytical and problem-solving skills. By offering practice opportunities that simulate real-world application, individuals can develop and refine their critical thinking skills. The utilization of practical scenarios allows individuals to engage in active learning, where they can apply their knowledge and skills to solve complex problems and make informed decisions. Through these practice opportunities, individuals are exposed to a range of challenges and are encouraged to think critically, analyze information, evaluate options, and generate innovative solutions. This hands-on approach to developing critical thinking skills not only enhances individuals’ ability to solve problems effectively, but also prepares them for real-world situations where critical thinking is essential. Ultimately, the integration of practical scenarios provides individuals with valuable experiences that strengthen their critical thinking abilities.

The Benefits of Improved Decision-Making and Problem-Solving

The previous subtopic discussed the opportunities for practice and application of critical thinking skills. Now, let’s delve into the benefits of improved decision-making and problem-solving that result from developing these skills.

Enhanced problem-solving techniques: Critical thinking enables individuals to analyze complex problems, identify underlying issues, and determine the most effective solutions. By developing critical thinking skills, teams can approach problems with a systematic and logical mindset, leading to more efficient and effective problem-solving processes.

Improved decision-making: Critical thinking plays a crucial role in decision-making by enabling individuals to evaluate information objectively, consider various perspectives, and weigh the pros and cons of different options. This helps teams make well-informed decisions that are based on evidence and reasoning rather than biases or gut feelings.

Increased effectiveness in complex situations: Critical thinking empowers individuals to navigate complex and ambiguous situations by providing them with the ability to analyze information, assess potential risks, and make sound judgments. This enhances their ability to adapt and respond effectively in dynamic environments.

Overall, the impact of critical thinking on decision-making and problem-solving is significant. By improving these skills, teams can make better decisions, solve problems more effectively, and ultimately achieve higher levels of success.

Enhancing Creativity and Innovation Through Critical Thinking

Enhancing creativity and innovation can be achieved by developing critical thinking abilities through the application of analytical and problem-solving techniques. Critical thinking in the workplace is crucial for fostering a culture of innovation. By honing critical thinking skills, individuals are able to approach challenges and problems with a more analytical mindset, allowing for the generation of new and creative ideas. This ability to think critically enables individuals to analyze situations from multiple perspectives, identify potential opportunities, and develop innovative solutions. Moreover, critical thinking encourages individuals to question assumptions, challenge existing norms, and explore alternative possibilities. By fostering a culture that values and rewards critical thinking, organizations can create an environment that encourages the generation of new ideas and supports innovation. Ultimately, enhancing critical thinking in the workplace is essential for promoting creativity and driving innovation forward.

Increasing Efficiency and Productivity With Critical Thinking

In order to increase efficiency and productivity in team settings, it is crucial to develop critical thinking skills in team meetings and integrate critical thinking into project management. This can be achieved through various strategies:

Encouraging active participation: Team members should be encouraged to actively engage in discussions and contribute their thoughts and ideas. This promotes critical thinking by fostering the exploration of different perspectives and the evaluation of various options.

Facilitating problem-solving exercises: Incorporating problem-solving exercises into team meetings allows members to practice critical thinking skills in a supportive environment. These exercises can involve analyzing complex scenarios, identifying potential solutions, and evaluating the pros and cons of each option.

Providing tools and frameworks: Equipping team members with tools and frameworks for critical thinking, such as decision-making models and problem-solving methodologies, can enhance their ability to think critically and make informed decisions. These resources can serve as a guide for approaching complex tasks and projects in a systematic and analytical manner.

Better Communication and Collaboration Through Critical Thinking

Better communication and collaboration within teams can be achieved by fostering an environment that promotes critical thinking and the exploration of diverse perspectives. When team members are encouraged to think critically, they are more likely to engage in open and meaningful discussions. Critical thinking allows individuals to analyze information, evaluate different viewpoints, and communicate their ideas effectively. By fostering effective collaboration, teams can benefit from the collective intelligence and diverse perspectives of its members. Team members who engage in critical thinking are more likely to actively listen to others, consider alternative solutions, and engage in constructive debates. This can lead to improved teamwork, as individuals are able to work together towards common goals and make informed decisions. In conclusion, improving teamwork through critical thinking and fostering effective collaboration can greatly enhance the overall performance and success of a team.

Frequently Asked Questions

What are some common barriers to developing critical thinking skills.

Common barriers to developing critical thinking skills include lack of effective instruction and guidance, absence of training programs and resources, closed-mindedness, and a culture that does not value or reward critical thinking. Strategies for improvement include providing specific instruction, offering training programs, encouraging open-mindedness, fostering a culture of critical thinking, and providing opportunities for practice and application.

How Can Critical Thinking Skills Be Applied in Real-Life Situations Outside of the Workplace?

Applying critical thinking skills in everyday life enhances problem-solving abilities in personal situations. It allows individuals to analyze and evaluate information, consider different perspectives, and make informed decisions, leading to more effective problem-solving and decision-making in various contexts.

Are There Any Potential Drawbacks or Limitations to Relying Heavily on Critical Thinking in Decision-Making?

Potential drawbacks and limitations of relying heavily on critical thinking in decision-making include the possibility of overanalyzing, which can lead to decision paralysis. Additionally, critical thinking may not always account for emotional or intuitive factors that could influence outcomes.

Can Critical Thinking Skills Be Developed and Improved Over Time, or Are They Fixed?

The question of whether critical thinking skills can be developed and improved over time, or if they are fixed, is an important area of inquiry. This topic warrants further investigation to provide a comprehensive understanding of the nature of critical thinking skills.

Are There Any Specific Industries or Job Roles That Prioritize Critical Thinking Skills More Than Others?

Certain industries and job roles prioritize critical thinking skills more than others. For example, professions such as law, medicine, engineering, and finance require individuals to analyze complex information, make informed decisions, and solve problems effectively.

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Critical Thinking for Team Collaboration: A Guide to Effective Problem-Solving

Critical thinking is an essential skill that enhances a team’s ability to collaborate efficiently and effectively. By honing their critical thinking skills, team members can analyze information, solve problems, and make well-informed decisions. In the context of teamwork, critical thinking also plays a crucial role in improving communication, generating creativity, and fostering a shared understanding among members.

Furthermore, critical thinking in a team setting goes beyond addressing complex problems. Incorporating these skills in everyday communication and decision-making processes can yield significant benefits for professional development and remote work environments. Encouraging a culture that values critical thinking will not only promote enhanced collaboration but also prepare individuals for future challenges and opportunities within their respective fields.

Key Takeaways

Understanding critical thinking.

Critical thinking is a vital skill for effective team collaboration. It involves the ability to analyze information, question assumptions and biases, and reflect on one’s beliefs in order to make informed decisions and foster innovation. This skill set can greatly enhance a team’s ability to solve problems and reach their goals.

One important aspect of critical thinking is recognizing and challenging one’s own biases and assumptions. All individuals possess a unique set of beliefs that can potentially cloud their judgment and decision-making. Within a team, acknowledging and addressing these biases can lead to more effective collaboration, as team members learn to consider diverse perspectives and views.

Another key component of critical thinking is the ability to analyze information. Conducting a thorough analysis of information enables teams to evaluate the relevance, validity, and reliability of facts. This helps the team make informed conclusions, ensuring that decisions are based on accurate and trustworthy data.

In addition, critical thinkers excel at drawing inferences from available data. Making accurate inferences is an essential skill for problem-solving and decision-making, as it allows team members to make connections between seemingly unrelated information in order to generate new ideas or solutions.

The Role of Critical Thinking in Team Collaboration

In a collaborative environment, teamwork and cooperation are key factors that contribute to the overall success of the team. Team members should be able to think critically to evaluate different options, prioritize tasks, and allocate resources efficiently. This way, they can optimize their efforts and time to achieve the set goals in a timely manner.

In conclusion, the integration of critical thinking in team collaboration not only enhances productivity but also promotes innovation, effective decision-making, and open communication. By developing these essential skills, teams can work together more cohesively, ultimately achieving their desired goals.

Communication and Critical Thinking

Information and communication technologies, such as collaborative tools and digital platforms, play a significant role in facilitating communication and critical thinking in team settings. They help streamline processes, enable the sharing of resources, and support remote team members in staying connected. Utilizing such technologies can lead to more efficient decision-making and problem-solving, ultimately enhancing overall team performance.

In summary, nurturing both communication and critical thinking skills within a team leads to more effective collaboration and increased productivity. By incorporating open dialogue, constructive feedback, and the use of information and communication technologies, team members can create a supportive environment that fosters growth and promotes success.

Generating Creativity in Team Collaboration

During brainstorming sessions, it’s important for participants to keep an open mind and be willing to explore different paths before settling on a specific strategy. This process of exploration allows for the emergence of unique and unconventional ideas, which are key ingredients of creativity. Encouraging team members to think divergently and approach problems from various angles can lead to more effective and innovative solutions.

While exploring different ideas, it’s also crucial to ensure that team members maintain a neutral and objective mindset. This helps in critically evaluating each idea and selecting the most viable option, while keeping biases and personal preferences at bay.

Tools and Resources for Critical Thinking

Technology plays a significant role in enhancing critical thinking within a team. Online platforms such as LinkedIn offer various resources on how to encourage critical thinking, though the use of peer reviews, surveys, polls, brainstorming sessions, debriefs, and retrospectives. These tools enable team members to exchange ideas, evaluate different approaches, and draw conclusions based on the collective wisdom of the group.

Organizational infrastructure also plays a crucial role in fostering critical thinking. Creating a culture of open communication and collaboration is essential in enabling team members to engage in constructive debate, express their thoughts, and evaluate different perspectives. Establishing channels for feedback, such as regular team meetings and one-on-one sessions, can help reinforce critical thinking behaviors.

In conclusion, leveraging technology, education, knowledge management systems, and the right organizational infrastructure can significantly impact a team’s ability to think critically and collaborate effectively. By providing the necessary tools and resources, organizations can foster a culture that values critical thinking and ultimately improve team performance.

Experience and Perspective in Critical Thinking

In a collaborative setting, considering multiple perspectives allows the team to weigh different options and contemplate a range of possible outcomes. Each team member’s unique background and personal experiences can provide new insights that might not have been considered otherwise. As individuals synthesize information and share their opinions, they effectively expand the entire team’s collective knowledge base.

Collaborative critical thinking thus greatly benefits from the richness of team member experiences and the varied opinions they bring to the table. By thoroughly examining these perspectives and objectively synthesizing the information, teams can ensure that their decisions are both robust and well-considered.

Decision Making and Problem Solving Through Critical Thinking

One essential aspect of critical thinking in decision-making is the evaluation of pros and cons. By thoroughly examining the strengths and weaknesses of different alternatives, teams can make informed decisions aligned with their objectives. They can also anticipate and mitigate potential negative consequences, thereby supporting a stronger and more effective collaboration.

These techniques enable teams to gather diverse perspectives, analyze information, and decide on the most appropriate course of action.

Critical Thinking in Remote Work

A crucial aspect of fostering critical thinking in remote teams is ensuring that team members have a clear understanding of their roles and responsibilities. With increased autonomy, remote workers must be able to analyze tasks, identify potential challenges, and make informed decisions. Open communication channels, regular check-ins, and performance evaluations can support this process.

By focusing on these aspects of remote work, employers can create an environment where critical thinking flourishes. Teams with strong critical thinking abilities tend to produce better quality work, make more informed decisions, and collaborate more effectively, ultimately benefiting both the individual team members and the organization as a whole.

Benefits of Critical Thinking for Professional Development

In terms of productivity, incorporating critical thinking in team collaboration leads to streamlined operations and reduces time spent on unnecessary tasks. Collaborative learning and critical thinking go hand in hand, fostering an environment where team members effectively communicate, share ideas, and work together to solve problems. This increased efficiency leads to higher overall productivity.

Finally, critical thinking enhances individual accountability by encouraging a thoughtful, reflective approach to work. This mindset promotes taking responsibility for one’s actions and decisions, and understanding the impact on the team and organization as a whole. Engaging in critical thinking practices keeps professionals grounded and focused on their actions’ consequences.

Frequently Asked Questions

What skills are essential for collaborative critical thinking, how can critical thinking be applied in a team setting.

Applying critical thinking in a team setting involves asking the right questions, challenging assumptions, evaluating evidence, and fostering a culture of open-mindedness. Teams must encourage members to think critically by creating an environment that promotes the sharing of diverse perspectives, fosters openness and curiosity, and emphasizes clear and concise reasoning.

How does collaboration promote critical thinking?

Why is critical thinking important for teamwork, what are some effective critical thinking training activities for teams.

Effective critical thinking training activities for teams may include workshops on problem-solving and decision-making strategies, group brainstorming sessions, role playing exercises, and team building activities that promote problem-solving and decision-making skills . These activities encourage team members to think critically, collaborate, and learn from one another in a supportive environment.

Can you recommend any books or resources on critical thinking for team collaboration?

You may also like, hanlon’s razor: understanding the principle’s significance in decision-making, difference between intelligence and critical thinking, the role of critical thinking in modern business: enhancing decision-making and problem-solving, what is non-critical thinking, download this free ebook.

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How Teams Should Approach Critical Thinking

by Bryn Kelly

Posted on January 18, 2020

Want to know how you and your team can think critically? You’ve come to the right place. By developing your critical thinking skills, you’ll be able to make choices and arguments that are both objective and effective. You’ll also be able to think through and solve difficult problems. Critical thinking skills are important in the workplace , so here we’ll explore seven methods to approach it with your team.

What is critical thinking?

Critical thinking is the process of conceptualising, analysing, synthesising, or evaluating information that you’ve gathered from observation, experience, reflection, reasoning, or communication. It’s about considering the ‘what, where, when, why, who and how’ of something. This’ll help you understand things better and therefore make better decisions, as well as help you recognise and find solutions to complex problems.

If you have critical thinking skills , you’ll be able to:

• Understand the logical connection between ideas.
• Determine whether an argument or idea is important or relevant.
• Recognise, build, and appraise evidence and arguments.
• Find errors or inconsistencies in reasoning.
• Approach problems consistently and systematically.
• Reflect on your own beliefs, values, and assumptions.

Best ways for teams to approach critical thinking

1. question each other.

Questioning what someone says enables you to think critically, so get your team to question each other. For example, if someone makes an assumption or says something you don’t agree with, ask them why they think that way in a non-confrontational manner. If you don’t understand what someone is trying to say or you’re confused, ask them to further elaborate. Asking questions is a great start to thinking critically.

2. Challenge each other’s mental shortcuts

Your brain naturally uses heuristics, or mental shortcuts , to explain what’s happening around you and help you make decisions and solve problems based on limited information. However, this can lead to cognitive biases and personal prejudices. A critical thinker is aware of their biases and prejudices and how they influence seemingly objective decisions and solutions. To make critical thinking possible in your team, you should be aware of and challenge each other’s mental shortcuts.

3. Share and learn critical thinking strategies

There are various critical thinking strategies that you can learn and share with your team. This includes being aware of how you and others think, analysing what someone says or does, using evidence-based reasoning, identifying what isn’t stated, and debating questions and answers. Doing these things can help you and your team think more critically.

4. Use active listening

To become critical thinkers, your team should actively listen to others’ ideas, arguments, and criticisms. This means not thinking of your response or reaction while someone else is speaking. Listening allows you to feel empathy and when you hear someone’s perspective, you can take that information and analyse it. By using active listening skills, you’ll be able to fully understand what someone is trying to tell you because the conversation continues until you can repeat what the other person is trying to say.

5. Look for problems and solve them together

Identifying problems and solving them can also help your team think critically. Once a problem is identified, state it clearly and then figure out what you have to do to solve it. This includes gathering the information you need and analysing it to draw reasonable inferences. Next, consider your options for action and weigh up the advantages and disadvantages of each. Then create a strategy to solve the problem and implement it. Afterwards, review the results and implement change where necessary.

6. Evaluate each other’s strengths and weaknesses

Every member of your team should clearly assess their own and someone else’s strengths and weaknesses, and the impact these may have on any decisions you make. For instance, you could ask questions like: What are you good at? What are you bad at? What do you want to improve on? This can help you assign tasks to the right person and ensure they get done efficiently and effectively.

7. Use foresight

Foresight is the ability to predict the future impact of a decision. Your team should use foresight as far as this is possible so that everyone can make the best decisions and avoid negative outcomes. For example, moving your business to a new location could improve output but you might end up losing skilled workers if the distance is too far. It’s important to consider which of the two is more important and if there’s a way to reduce the conflict.

Develop your critical thinking skills with Deakin’s micro-credentials

Critical thinking can help you evaluate information objectively in order to solve problems and make the right decisions at work. By following these tips, thinking critically will become second nature to you and, in turn, it’ll benefit your team in the workplace.

Critical thinking is an essential skill to have in the workplace and can be gained through learning and practice. Have your existing critical thinking skills recognised, and become an authority in your workplace. Learn more about Deakin’s Critical Thinking Credential today.

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What is Critical Thinking and Why is it Valuable in the Workplace?

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• > What is Critical Thinking and Why is it Valuable in the Workplace?

There are times at work when you simply have to “do.” A tight deadline, a demanding project outline, or a highly particular superior might mean that it makes sense to complete a task without too much mental tinkering. But work like this can be unsustainable and worse — it won’t leverage your ability to think critically.

There is value in thinking critically in every aspect of your life. From making decisions in your personal life, to interrogating the media you consume, to assessing your work with a critical eye, applying critical thinking is an essential skill everyone should be trying to hone.

At your workplace, critical thinking can distinguish you as a leader, and a valuable mind to bounce ideas off. It can help improve the quality of your work, and the perception those higher up the chain have of you.

Here’s what you need to know about critical thinking in the workplace:

What Exactly is “Critical Thinking”?

  In a nutshell, critical thinking is the ability to think reasonably, detaching yourself from personal bias, emotional responses, and subjective opinions. It involves using the data at hand to make a reasoned choice without falling prey to the temptations of doing things simply because they’ve always been done a certain way.

Critical thinking takes time. It might be quicker simply to take instruction at face value, or rely on the traditions of your team. But without analyzing the reasons behind decisions and tasks, it becomes extremely easy to adopt bad habits. This might be time-wasting meetings, inefficient uses of effort, or poor interactions with team members. Taking the time to ask “why” you’re doing something is the first step to thinking critically.

Sometimes, data is available which allows you to make reasoned decisions based on absolute facts. If you can show that a new best practice can objectively improve current processes with hard data, you’ve used the very basics of critical thinking. That said, actual numbers aren’t always available when making a decision. Real critical thinking involves taking a careful look at situations and making a decision based on what is known, not what is felt.

Why Is Critical Thinking Important in the Workplace?

The short answer to the above question is this: critical thinkers make the best decisions, most often. And in the workplace, where choices about how to complete tasks, communicate information, relate with coworkers, and develop strategy are so common, critical thinkers are extremely valuable.

A savvy hiring manager will make this part of the recruitment process. It’s pretty easy to gauge how someone is inclined to solve a problem — ask them how they would deal with a specific situation, and give them the opportunity to use their critical thinking skills, versus deferring to an emotional, or prescribed reaction. Employing people who can think and act reasonably will pay enormous dividends down the road.

Using your critical thinking skills in the workplace will define you as a problem solver. This is not only useful career-wise (although having upper-level people at your company think highly of you is undoubtedly a benefit) it also establishes you as a leader among your fellow team members. Demonstrating your ability to solve problems and accomplish goals effectively will help instill confidence in you with all your coworkers.

How to Use Critical Thinking in the Workplace

The first step to actually using critical thinking is approaching every situation with an open mind. You need to be receptive to all information available, not just the kind that satisfies your preconceived notions or personal biases. This can be easier said than done, of course — lessons learned and beliefs held are often done so with a reason. But when it comes to critical thinking, it’s important to analyze each situation independently.

Once you’ve analyzed a situation with an open mind, you need to consider how to communicate it properly. It’s all very well and good to approach situations with objective logic, but it doesn’t do you any favours to sound like  Mr. Spock  when you’re conveying your conclusions. Be tactful, patient and humble when you are explaining how and why you’ve come to decisions. Use data if available to support your findings, but understand that not everyone is able to remove emotion from situations.

The final, and perhaps least obvious, application with critical thinking is creativity. Often, getting creative means pushing boundaries and reshaping convention. This means taking a risk — one that can often be worth the reward. Using a critical thinking approach when getting creative can help you mitigate the risk, and better determine what value your creativity can bring. It will help you and your team try new things and reinvent current processes while hopefully not rocking the boat too much.

Learn More About Critical Thinking

Critical thinking is a valuable skill for all aspects of your life. It benefits problem solving, creativity, and teamwork. And it translates particularly well to the workplace, where it can distinguish you as a valuable employee and leader.

Taking the extra time to examine things objectively, make decisions based on logic, and communicate it tactfully will help you, those you work with, and your work goals prosper. To learn more about how to do that, have a look at our  Critical Thinking and Problem Solving for Effective Decision-Making   workshop and register today!

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• How to build your critical thinking ski ...

How to build your critical thinking skills in 7 steps (with examples)

Critical thinking is, well, critical. By developing critical thinking skills, you improve your ability to analyze information and come to the best decision possible. In this article, we cover the basics of critical thinking, as well as the seven steps you can use to implement the full critical thinking process.

Critical thinking comes from asking the right questions to come to the best conclusion possible. Strong critical thinkers analyze information from a variety of viewpoints in order to identify the best course of action.

Don’t worry if you don’t think you have strong critical thinking skills. In this article, we’ll help you build a foundation for critical thinking so you can absorb, analyze, and make informed decisions. 

What is critical thinking? 

Critical thinking is the ability to collect and analyze information to come to a conclusion. Being able to think critically is important in virtually every industry and applicable across a wide range of positions. That’s because critical thinking isn’t subject-specific—rather, it’s your ability to parse through information, data, statistics, and other details in order to identify a satisfactory solution. 

Definitions of critical thinking

Various scholars have provided definitions of critical thinking, each emphasizing different aspects of this complex cognitive process:

Michael Scriven , an American philosopher, defines critical thinking as "the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication as a guide to belief and action."

Robert Ennis , professor emeritus at the University of Illinois, describes critical thinking as "reasonable, reflective thinking focused on deciding what to believe or do."

Diane Halpern , a cognitive psychologist and former president of the American Psychological Association, defines it as "the use of cognitive skills or strategies that increase the probability of a desirable outcome."

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8 essential critical thinking skills to develop

Critical thinking is essential for success in everyday life, higher education, and professional settings. The handbook "Foundation for Critical Thinking" defines it as a process of conceptualization, analysis, synthesis, and evaluation of information.

In no particular order, here are eight key critical thinking abilities that can help you excel in any situation:

1. Analytical thinking

Analytical thinking involves evaluating data from multiple sources in order to come to the best conclusions. Analytical thinking allows people to reject cognitive biases and strive to gather and analyze intricate subject matter while solving complex problems. Analytical thinkers who thrive at critical thinking can:

Identify patterns and trends in the data

Break down complex issues into manageable components

Recognize cause-and-effect relationships

Evaluate the strength of arguments and evidence

Example: A data analyst breaks down complex sales figures to identify trends and patterns that inform the company's marketing strategy.

2. Open-mindedness

Open-mindedness is the willingness to consider new ideas, arguments, and information without prejudice. This critical thinking skill helps you analyze and process information to come to an unbiased conclusion. Part of the critical thinking process is letting your personal biases go, taking information at face value and coming to a conclusion based on multiple points of view .

Open-minded critical thinkers demonstrate:

Willingness to consider alternative viewpoints

Ability to suspend judgment until sufficient evidence is gathered

Receptiveness to constructive criticism and feedback

Flexibility in updating beliefs based on new information

Example: During a product development meeting, a team leader actively considers unconventional ideas from junior members, leading to an innovative solution.

3. Problem-solving

Effective problem solving is a cornerstone of critical thinking. It requires the ability to identify issues, generate possible solutions, evaluate alternatives, and implement the best course of action. This critical thinking skill is particularly valuable in fields like project management and entrepreneurship.

Key aspects of problem-solving include:

Clearly defining the problem

Gathering relevant information

Brainstorming potential solutions

Evaluating the pros and cons of each option

Implementing and monitoring the chosen solution

Reflecting on the outcome and adjusting as necessary

Example: A high school principal uses problem-solving skills to address declining student engagement by surveying learners, consulting with higher education experts, and implementing a new curriculum that balances academic rigor with practical, real-world applications.

4. Reasoned judgment

Reasoned judgment is a key component of higher order thinking that involves making thoughtful decisions based on logical analysis of evidence and thorough consideration of alternatives. This critical thinking skill is important in both academic and professional settings. Key aspects reasoned judgment include:

Objectively gathering and analyzing information

Evaluating the credibility and relevance of evidence

Considering multiple perspectives before drawing conclusions

Making decisions based on logical inference and sound reasoning

Example: A high school science teacher uses reasoned judgment to design an experiment, carefully observing and analyzing results before drawing conclusions about the hypothesis.

5. Reflective thinking

Reflective thinking is the process of analyzing one's own thought processes, actions, and outcomes to gain deeper understanding and improve future performance. Good critical thinking requires analyzing and synthesizing information to form a coherent understanding of a problem. It's an essential critical thinking skill for continuous learning and improvement.

Key aspects of reflective thinking include:

Critically examining one's own assumptions and cognitive biases

Considering diverse viewpoints and perspectives

Synthesizing information from various experiences and sources

Applying insights to improve future decision-making and actions

Continuously evaluating and adjusting one's thinking processes

Example: A community organizer reflects on the outcomes of a recent public event, considering what worked well and what could be improved for future initiatives.

6. Communication

Strong communication skills help critical thinkers articulate ideas clearly and persuasively. Communication in the workplace is crucial for effective teamwork, leadership, and knowledge dissemination. Key aspects of communication in critical thinking include:

Clearly expressing complex ideas

Active listening and comprehension

Adapting communication styles to different audiences

Constructing and delivering persuasive arguments

Example: A manager effectively explains a new company policy to her team, addressing their concerns and ensuring everyone understands its implications.

7. Research

Critical thinkers with strong research skills gather, evaluate, and synthesize information from various sources of information. This is particularly important in academic settings and in professional fields that require continuous learning. Effective research involves:

Identifying reliable and relevant sources of information

Evaluating the credibility and bias of sources

Synthesizing information from multiple sources

Recognizing gaps in existing knowledge

Example: A journalist verifies information from multiple credible sources before publishing an article on a controversial topic.

8. Decision-making

Effective decision making is the culmination of various critical thinking skills that allow an individual to draw logical conclusions and generalizations. It involves weighing options, considering consequences, and choosing the best course of action. Key aspects of decision-making include:

Defining clear criteria for evaluation

Gathering and analyzing relevant information

Considering short-term and long-term consequences

Managing uncertainty and risk

Balancing logic and intuition

Example: A homeowner weighs the costs, benefits, and long-term implications before deciding to invest in solar panels for their house.

How to develop critical thinking skills in 7 steps

Critical thinking is a skill that you can build by following these seven steps. The seven steps to critical thinking help you ensure you’re approaching a problem from the right angle, considering every alternative, and coming to an unbiased conclusion.

First things first: When to use the 7 step critical thinking process

There’s a lot that goes into the full critical thinking process, and not every decision needs to be this thought out. Sometimes, it’s enough to put aside bias and approach a process logically. In other, more complex cases, the best way to identify the ideal outcome is to go through the entire critical thinking process. 

The seven-step critical thinking process is useful for complex decisions in areas you are less familiar with. Alternatively, the seven critical thinking steps can help you look at a problem you’re familiar with from a different angle, without any bias. 

If you need to make a less complex decision, consider another problem solving strategy instead. Decision matrices are a great way to identify the best option between different choices. Check out our article on 7 steps to creating a decision matrix .

1. Identify the problem or question

Before you put those critical thinking skills to work, you first need to identify the problem you’re solving. This step includes taking a look at the problem from a few different perspectives and asking questions like: 

What’s happening? 

Why is this happening? 

What assumptions am I making? 

At first glance, how do I think we can solve this problem? 

A big part of developing your critical thinking skills is learning how to come to unbiased conclusions. In order to do that, you first need to acknowledge the biases that you currently have. Does someone on your team think they know the answer? Are you making assumptions that aren’t necessarily true? Identifying these details helps you later on in the process. 

2. Gather relevant information

At this point, you likely have a general idea of the problem—but in order to come up with the best solution, you need to dig deeper. 

During the research process, collect information relating to the problem, including data, statistics, historical project information, team input, and more. Make sure you gather information from a variety of sources, especially if those sources go against your personal ideas about what the problem is or how to solve it.

Gathering varied information is essential for your ability to apply the critical thinking process. If you don’t get enough information, your ability to make a final decision will be skewed. Remember that critical thinking is about helping you identify the objective best conclusion. You aren’t going with your gut—you’re doing research to find the best option

3. Analyze and evaluate data

Just as it’s important to gather a variety of information, it is also important to determine how relevant the different information sources are. After all, just because there is data doesn’t mean it’s relevant. 

Once you’ve gathered all of the information, sift through the noise and identify what information is relevant and what information isn’t. Synthesizing all of this information and establishing significance helps you weigh different data sources and come to the best conclusion later on in the critical thinking process. 

To determine data relevance, ask yourself:

How reliable is this information? 

How significant is this information? 

Is this information outdated? Is it specialized in a specific field? 

4. Consider alternative points of view

One of the most useful parts of the critical thinking process is coming to a decision without bias. In order to do so, you need to take a step back from the process and challenge the assumptions you’re making. 

We all have bias—and that isn’t necessarily a bad thing. Unconscious biases (also known as cognitive biases) often serve as mental shortcuts to simplify problem solving and aid decision making. But even when biases aren’t inherently bad, you must be aware of your biases in order to put them aside when necessary. 

Before coming to a solution, ask yourself:

Am I making any assumptions about this information? 

Are there additional variables I haven’t considered? 

Have I evaluated the information from every perspective? 

Are there any viewpoints I missed?

5. Draw logical conclusions

Finally, you’re ready to come to a conclusion. To identify the best solution, draw connections between causes and effects. Use the facts you’ve gathered to evaluate the most objective conclusion. 

Keep in mind that there may be more than one solution. Often, the problems you’re facing are complex and intricate. The critical thinking process doesn’t necessarily lead to a cut-and-dry solution—instead, the process helps you understand the different variables at play so you can make an informed decision. 

6. Develop and communication solutions

Communication is a key skill for critical thinkers. It isn’t enough to think for yourself—you also need to share your conclusion with other project stakeholders. If there are multiple solutions, present them all. There may be a case where you implement one solution, then test to see if it works before implementing another solution. 

This process of communicating and sharing ideas is key in promoting critical thinking abilities within a team or organization. By encouraging open dialogue and collaborative problem-solving, you create an environment that fosters the development of critical thinking skills in others.

7. Reflect and learn from the process

The seven-step critical thinking process yields a result—and you then need to put that solution into place. After you’ve implemented your decision, evaluate whether or not it was effective. Did it solve the initial problem? What lessons—whether positive or negative—can you learn from this experience to improve your critical thinking for next time? 

By engaging in this metacognitive reflective thinking process, you're essentially teaching critical thinking skills to yourself, refining your methodology with each iteration. This reflective practice is fundamental in developing a more robust and adaptable approach to problem-solving.

Depending on how your team shares information, consider documenting lessons learned in a central source of truth. That way, team members that are making similar or related decisions in the future can understand why you made the decision you made and what the outcome was.

Critical thinking examples in the workplace

Imagine you work in user experience design (UX). Your team is focused on pricing and packaging and ensuring customers have a clear understanding of the different services your company offers. Here’s how to apply the critical thinking process in the workplace in seven steps: 

Step 1: Start by identifying the problem

Your current pricing page isn’t performing as well as you want. You’ve heard from customers that your services aren’t clear, and that the page doesn’t answer the questions they have. This page is really important for your company, since it’s where your customers sign up for your service. You and your team have a few theories about why your current page isn’t performing well, but you decide to apply the critical thinking process to ensure you come to the best decision for the page. 

Gather information about how the problem started

Part of identifying the problem includes understanding how the problem started. The pricing and packaging page is important—so when your team initially designed the page, they certainly put a lot of thought into it. Before you begin researching how to improve the page, ask yourself: 

Why did you design the pricing page the way you did? 

Which stakeholders need to be involved in the decision making process? 

Where are users getting stuck on the page?

Are any features currently working?

Step 2: Then gather information and research

In addition to understanding the history of the pricing and packaging page, it’s important to understand what works well. Part of this research means taking a look at what your competitor’s pricing pages look like. 

Ask yourself: 

How have our competitors set up their pricing pages?

Are there any pricing page best practices? 

How does color, positioning, and animation impact navigation? 

Are there any standard page layouts customers expect to see? 

Step 3: Organize and analyze information

You’ve gathered all of the information you need—now you need to organize and analyze it. What trends, if any, are you noticing? Is there any particularly relevant or important information that you have to consider? 

Step 4: Consider alternative viewpoints to reduce bias

In the case of critical thinking, it’s important to address and set bias aside as much as possible. Ask yourself: 

Is there anything I’m missing? 

Have I connected with the right stakeholders? 

Are there any other viewpoints I should consider? 

Step 5: Determine the most logical solution for your team

You now have all of the information you need to design the best pricing page. Depending on the complexity of the design, you may want to design a few options to present to a small group of customers or A/B test on the live website.

Step 6: Communicate your solution to stakeholders

Critical thinking skills can help you in every element of your life, but in the workplace, you must also involve key project stakeholders . Stakeholders help you determine next steps, like whether you’ll A/B test the page first. Depending on the complexity of the issue, consider hosting a meeting or sharing a status report to get everyone on the same page. 

Step 7: Reflect on the results

No process is complete without evaluating the results. Once the new page has been live for some time, evaluate whether it did better than the previous page. What worked? What didn’t? This also helps you make better critical decisions later on.

Tools and techniques to improve critical thinking skills

Understanding how to improve critical thinking skills has become a cornerstone of personal and professional growth in the 21st century. Recognizing the importance of critical thinking, experts across various disciplines have contributed valuable insights and methodologies. Here are some notable contributions from experts and institutions in the field:

Mind mapping: A visual approach to critical thinking skills

Mind mapping is a visual technique that helps organize and structure information. It's particularly useful for synthesizing complex ideas and identifying connections between different concepts. The benefits of mind mapping include:

Enhancing creativity by encouraging non-linear thinking

Improving memory and retention of information

Facilitating brainstorming and idea generation

Providing a clear overview of complex topics

To create a mind map:

Start with a central idea or concept.

Branch out with related sub topics or ideas.

Use colors, symbols, and images to enhance visual appeal and memorability.

Draw connections between related ideas across different branches.

Mind mapping can be particularly effective in project planning , content creation, and studying complex subjects.

The Socratic Method: Deepening critical thinking skills

The Socratic Method, named after the ancient Greek philosopher Socrates, involves asking probing questions to stimulate critical thinking and illuminate ideas. This technique is widely used in higher education to teach critical thinking. Key aspects of the Socratic Method include:

Asking open-ended questions that encourage deeper reflection

Challenging assumptions and preconceived notions

Exploring the implications and consequences of ideas

Fostering intellectual curiosity and continuous inquiry

The Socratic Method can be applied in various settings:

In education, to encourage students to think deeply about subject matter

In business, it is important to challenge team members to consider multiple points of view.

In personal development, to examine one's own beliefs and decisions

Example: A high school teacher might use the Socratic Method to guide students through a complex ethical dilemma, asking questions like "What principles are at stake here?" and "How might this decision affect different stakeholders?"

SWOT analysis: Comprehensive critical thinking skills

SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis is a strategic planning tool that can be applied to critical thinking. It helps in evaluating situations from multiple angles, promoting a more thorough understanding of complex issues. The components of SWOT analysis are:

Strengths: internal positive attributes or assets

Weaknesses: internal negative attributes or limitations

Opportunities: External factors that could be beneficial

Threats: External factors that could be harmful

To conduct a SWOT analysis:

Clearly define the subject of analysis (e.g., a project, organization, or decision).

Brainstorm and list items for each category.

Analyze the interactions between different factors.

Use the analysis to inform strategy or decision-making.

Example: A startup might use SWOT analysis to evaluate its position before seeking investment, identifying its innovative technology as a strength, limited capital as a weakness, growing market demand as an opportunity, and established competitors as a threat.

Critical thinking resources

The Foundation for Critical Thinking : Based in California, this organization offers a wide range of resources, including books, articles, and workshops on critical thinking.

The National Council for Excellence in Critical Thinking : This council provides guidelines and standards for critical thinking instruction and assessment.

University of Louisville : Their Critical Thinking Initiative offers various resources and tools that teach people how to develop critical thinking skills.

The New York Times Learning Network provides lesson plans and activities to help develop critical thinking skills through current events and news analysis.

Critical thinking frameworks and tools

Paul-Elder Critical Thinking Framework : Developed by Dr. Richard Paul and Dr. Linda Elder, this framework provides a comprehensive approach to developing critical thinking skills.

Bloom's Taxonomy : While not exclusively for critical thinking, this classification system is widely used in education to promote higher-order thinking skills.

The California Critical Thinking Disposition Inventory (CCTDI) : This assessment tool measures the disposition to engage in problems and make decisions using critical thinking.

The Ennis-Weir Critical Thinking Essay Test : Developed by Robert Ennis, this test assesses a person's ability to appraise an argument and to formulate a written argument.

By incorporating these tools and techniques into regular practice, individuals can learn how to improve critical thinking skills, which leads to more effective problem-solving, decision-making, and overall cognitive performance.

The power of critical thinking skills

Critical thinking skills take time to build, but with effort and patience you can apply an unbiased, analytical mind to any situation. Critical thinking makes up one of many soft skills that makes you an effective team member, manager, and worker. If you’re looking to hone your skills further, read our article on the 25 project management skills you need to succeed .

FAQ: Critical thinking skills

What is being a critical thinker?

Being a critical thinker means possessing strong critical thinking skills that allow you to analyze information objectively and make reasoned judgments. It involves developing analytical skills and the capacity for critical thought. A critical thinker questions assumptions, considers multiple perspectives, and bases decisions on evidence rather than emotions or biases.

What are the 5 C's of critical thinking?

The 5 C's of critical thinking are the core skill sets that make you a better critical thinker:

Curiosity: Asking questions and seeking new information

Creativity: Generating innovative solutions and ideas

Clarity: Expressing thoughts and ideas clearly and precisely

Consistency: Maintaining logical coherence in arguments and reasoning

Commitment: Dedicating oneself to ongoing learning and improvement

These skills directly improve critical thinking and strengthen overall cognitive abilities. Understanding and practicing these 5 C's is a fundamental aspect of how to develop critical thinking skills effectively.

How do you demonstrate critical thinking?

Demonstrating critical thinking involves applying your skill set in various situations. This includes analyzing problems, evaluating information sources, considering multiple perspectives, and using evidence-based reasoning. Many employers highlight these qualities in job descriptions, as they value employees who can apply critical thought to workplace challenges.

What is a real-life example of critical thinking?

A real-life critical thinking example could be making a major purchase decision, such as buying a car. Here's how you might apply critical thinking skills:

Research: Gather information about different car models, prices, and features

Analysis: Compare and contrast options based on your needs and budget

Evaluation: Assess the reliability of information sources (e.g., consumer reports, user reviews)

Questioning: Ask car dealers probing questions about warranties, maintenance costs, and resale value

Consideration of alternatives: Explore options like leasing or public transportation

Decision-making: Weigh pros and cons to make an informed choice

Reflection: After the purchase, evaluate your decision-making process for future improvement

This critical thinking example demonstrates how critical thought can be applied to everyday situations.

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Teamwork Skills: Definition, Examples & How To Improve Them

Teamwork skills are a crucial element in today’s work environment that employers highly value. Struggling to understand what makes effective teamwork tick and why it’s so important?

In this article, we’ll explore the definition of teamwork skills, provide some tangible examples, and offer insights on highlighting them on your resume.

By the end of this article, you’ll have a comprehensive understanding of teamwork skills and how to leverage them to stand out in your job applications.

What Are Teamwork Skills?

Teamwork skills are skills that enable individuals to work effectively and efficiently in a group setting. It involves communication, problem-solving, and decision-making abilities, as well as emotional intelligence that facilitates interpersonal relationships within the team.

These skills aid in completing tasks faster than individuals working alone by utilizing the unique strengths of each team member and fostering a collaborative work environment.

In a team setting, each member’s contribution is valuable and critical to achieving the collective objectives. Therefore, teamwork skills also encompass acknowledging and respecting diverse thoughts, ideas, and perspectives.

Recognizing and appreciating each team member’s unique capabilities and inputs encourages inclusivity and boosts morale, enhancing productivity.

In the professional sphere, teamwork skills are of paramount importance. Employers often prefer candidates adept at working in teams, which signifies their capability to collaborate, adapt, and contribute to a shared vision.

Highlighting teamwork skills on a resume can significantly increase one’s chances of landing a job, demonstrating the potential to thrive in a team-driven work environment and contribute positively to the organization’s goals.

Types of Teamwork Skills

Teamwork skills can be broadly categorized into communication, problem-solving, and emotional intelligence.

Communication skills form the backbone of effective teamwork. They include active listening, clarity, and conciseness, providing and receiving feedback, and respectful conversation. Active listening involves paying full attention to the speaker and showing empathy toward their viewpoint, which fosters trust and respect within the team.

Clarity and conciseness ensure the accurate conveyance of ideas, eliminating potential misunderstandings. The ability to tactfully provide and receive feedback promotes a learning culture and continuous improvement in the team.

Problem-solving skills are equally important in teamwork. These encompass critical thinking, decision-making, creativity, and adaptability. Critical thinking involves analyzing the situation, identifying potential challenges, and proposing practical solutions.

Decision-making capabilities ensure that the team can swiftly and unanimously agree on a course of action. Creativity promotes innovation, enabling the team to devise unique solutions to problems.

Adaptability, conversely, ensures that the team can adjust its strategies according to changes in circumstances or objectives.

Emotional intelligence is pivotal to harmony within a team. This skill set includes empathy, handling disagreements, and recognizing one’s and others’ emotions. Empathy involves understanding and respecting the feelings and perspectives of other team members, fostering better interpersonal relations.

The ability to handle disagreements constructively helps maintain a positive team environment despite differences in opinion. Recognizing one’s own and others’ emotions enables the individual to manage their reactions better and understand the impact of their actions on the team dynamics.

Teamwork skills are of paramount importance in any workplace or collaborative environment. They facilitate the efficient and effective execution of tasks, fostering a harmonious and productive atmosphere.

When team members possess strong teamwork skills, they can more readily pool their strengths, knowledge, and expertise to work towards common goals. This synergy often leads to superior results than if each individual were working in isolation.

Furthermore, teamwork skills aid in creating a supportive environment where each member feels valued, increasing job satisfaction and employee morale.

They also contribute to personal growth as individuals learn to appreciate diverse perspectives, enhance their communication abilities, and develop resilience in facing challenges.

In today’s increasingly interconnected and globalized world, teamwork skills are essential for cross-cultural understanding, collaboration, and success.

How To Identify Your Teamwork Skills and Strengths?

Identifying your teamwork skills and strengths begins with self-reflection. Consider your experiences working in teams, whether in a professional setting, during academic projects, or in extracurricular activities.

Reflect on your role within these groups and the dynamics that ensued. Were you often leading and making decisions, or were you better at supporting others and following through with tasks?

Did you excel at conflict resolution, or were you more comfortable brainstorming and generating ideas? Remember, all roles are vital in a well-functioning team.

Once you have a general sense of your role within a team, delve deeper into specific instances of teamwork. Identify situations where your action or input contributed to a successful outcome. Ask yourself, what specific steps did you take? What skills did you demonstrate?

These could range from clear communication, ability to compromise, adaptability to different roles, or even emotional intelligence in handling team dynamics.

Here are a few more considerations to further refine your understanding of your teamwork strengths.

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It’s a great tool to understand your teamwork skills better, as it can highlight areas where you naturally excel. 

Feedback from friends and colleagues

Feedback from friends and colleagues is another effective way to gauge your team-related strengths. While self-assessment can provide valuable insight, external perspectives can reveal aspects of your performance that you may not have noticed or considered.

Friends and colleagues who have witnessed your team interactions firsthand can offer specific examples of when and how you’ve demonstrated your strengths . They can also help identify any areas of improvement.

Remember, when seeking feedback, ask for it constructively. Encourage them to be honest and specific in their feedback which will help you better understand your teamwork skills.

It’s essential to be open-minded and receptive to their opinions, as this feedback can be invaluable in your journey of self-improvement.

Being self-aware

Self-awareness of your strengths and weaknesses is crucial to personal development and can significantly boost your teamwork skills. This knowledge allows you to maximize your potential and hone areas where you excel while working on areas that need improvement.

For instance, if you’re aware that you’re excellent in analytical thinking, you can take up roles that require problem-solving and strategic planning within a team.

However, if you recognize that you’re not particularly strong in conflict resolution, you can take steps to improve this skill, such as seeking training or mentoring in this area.

Remember, self-awareness isn’t about being overly critical of yourself; it’s about understanding your unique skill set and how you can best contribute to a team’s success.

How to Improve Your Teamwork Skills

Building upon your teamwork skills starts with effective communication. Clear and concise communication aids in preventing misunderstandings and fosters a harmonious working environment. Engage in active listening when team members are sharing ideas or feedback.

This approach helps comprehend the transmitted information and makes the speaker feel heard and appreciated. Communicating your ideas effectively and respectfully can enhance your teamwork skills and relationships with colleagues.

Next, another essential aspect to consider in improving your teamwork skills is adaptability. Adjusting to changing circumstances and new ideas is necessary for smooth team functioning.

This could mean adjusting to a new role within your team, being open to a shift in project direction, or adopting a new tool or technology. Developing flexibility and resilience in the face of change can make you a valuable asset to any team.

Emphasizing shared goals is also pivotal. A shared sense of purpose aligns the team, ensuring everyone works towards the same end goal. By keeping the team’s objectives at the forefront, individual tasks and responsibilities gain more meaning and importance.

Furthermore, having shared goals can foster a sense of camaraderie and mutual support among team members, as everyone is invested in achieving the same outcome. This focus strengthens the team’s unity, enhancing overall team performance.

Team Roles: Where Do Your Teamwork Skills Shine?

Social skills are pivotal in a team setting, as they facilitate open communication and foster a positive atmosphere. Strong social skills can lead to better conflict resolution, problem-solving, and collaboration among team members.

Individuals with excellent social skills are often adept at understanding and responding to the emotions of their colleagues, making them excellent mediators and collaborators. They may be natural leaders, able to motivate their team and keep morale high even in stressful situations.

Thinking skills are vital for team success, involving analyzing situations, devising strategies, and making informed decisions. These skills are instrumental in problem-solving and decision-making, where critical and creative thinking can lead to innovative solutions.

Team members with solid thinking skills can take a step back, view the bigger picture, and approach problems with an open and analytical mind. They can dissect complex issues and guide their team through challenging scenarios.

Action skills are the ability to translate thoughts and decisions into tangible actions. They involve taking initiative, being responsible, and following through on tasks. Action-oriented team members help drive a team forward and keep it on track to achieve its objectives.

They are the driving force that ensures tasks are executed, and goals are reached. These individuals are often seen as reliable, as they consistently deliver results and help maintain the team’s momentum toward achieving its goals.

Teamwork skills are a crucial arsenal for anyone in a collaborative environment. These skills encompass many abilities, including effective communication, empathy, reliability, and adaptability. Effective communication hinges on accurately expressing thoughts and ideas and understanding and acknowledging those others convey.

Empathy, on the other hand, is about appreciating and respecting team members’ perspectives and emotions. Reliability pertains to one’s ability to meet commitments and responsibilities, fostering trust within the team.

Lastly, adaptability is the capacity to adjust and thrive amidst change and uncertainty, a critical trait in today’s fast-paced world.

To make these skills shine, one needs to be proactive and intentional. Regularly engage in open and honest communication, ensuring everyone is on the same page. Practice active listening, showing genuine interest and understanding of others’ input.

Be consistent in fulfilling responsibilities, and step up when necessary, leading your team so that you are dependable.

Embrace change and demonstrate flexibility in the face of new challenges or strategies. By doing so, you not only improve your effectiveness but also contribute significantly to the team’s overall success.

What are Teamwork Strengths?

Teamwork strengths are imperative as they foster improved efficiency and productivity. In a well-functioning team, tasks are shared and divided among members according to their skills and abilities, leading to quicker and more efficient attainment of goals.

For instance, a team member’s strength in problem-solving might complement another’s strength in strategic planning. Combining these strengths can result in a more comprehensive approach to tasks, making the team more significant than the sum of its parts.

Teamwork strengths also promote a positive and enriching work environment. When team members recognize and appreciate each other’s unique skills and contributions, it fuels mutual respect and boosts morale.

This collaborative atmosphere fosters innovation as team members feel more comfortable sharing ideas and taking risks. As a result, teams may discover novel solutions and creative approaches to meeting their objectives.

Teamwork strengths contribute to personal growth and development. As team members capitalize on their strengths and improve weaknesses in a supportive environment, they enhance their professional capabilities.

They gain new skills, insights, and experiences that can be beneficial in their future roles. Therefore, teamwork is not only helpful for the organization but also for the individual’s career trajectory.

Bonus Tip: How to Highlight Teamwork Skills on a Resume

To effectively highlight teamwork skills on your resume, start by identifying the most valuable and relevant teamwork competencies you possess. Review job descriptions to understand the teamwork skills potential employers are seeking.

Common teamwork skills include collaboration, communication, conflict resolution, problem-solving, and adaptability. Make sure to select skills that you genuinely possess and can demonstrate with concrete examples.

Incorporating these skills into your resume is crucial, but they must be presented to capture the employer’s attention. Integrate them into your job descriptions rather than listing them in a separate skills section.

Describe situations where you’ve applied these skills and the positive outcomes. For example, instead of simply stating that you possess excellent communication skills, you could mention a project where clear and concise communication facilitated efficient task completion within the team. Such practical examples provide tangible evidence of your teamwork skills.

Remember that your resume is the first step in demonstrating your teamwork skills to potential employers. You’ll have ample opportunity to showcase your abilities throughout the hiring process, from the interview to likely group exercises.

Ensure that your actions align with your words, as consistency is vital in proving you’re a genuine team player. Your resume gets your foot in the door, and your behavior during the hiring process confirms your claims.

To illustrate this strategy, consider the following examples. 

If you are emphasizing your ability to collaborate, you could describe your experience in a team project where you worked with a diverse group of colleagues to develop a new marketing strategy, ultimately resulting in a 20% increase in sales for the quarter.

For demonstrating communication skills, you might share an example from a previous role where you were tasked with explaining complex technical information to non-technical members of your team.

Your ability to simplify and convey this information ensured all team members were on the same page, leading to the project’s successful completion ahead of schedule.

Regarding conflict resolution and problem-solving, an instance where you mediated a dispute between team members over project responsibilities could be applicable.

You might detail how you facilitated a meeting to discuss the issue openly, encouraged compromise, and arrived at an agreeable solution for all parties.

Finally, an example of adaptability could be when a project’s specifications changed mid-way, and you quickly adjusted your strategies and actions to accommodate these changes, ensuring the project stayed on track for its deadline.

Frequently Asked Questions

Why is teamwork an important skill.

Teamwork is crucial in any environment because it enables individuals to work together efficiently and achieve common goals.

Effective collaboration fosters creativity and diversity of thought in a professional setting and improves problem-solving capabilities. It also promotes a culture of learning and mutual respect among team members.

Is good teamwork a skill?

Yes, good teamwork is indeed a skill. It involves a set of abilities such as effective communication, conflict resolution, and the capacity to collaborate and compromise.

These skills enable individuals to work cohesively within a team, contributing to the group’s overall success.

What are the six teamwork skills?

The six critical teamwork skills are communication, conflict resolution, adaptability, reliability, leadership, and decision-making.

Each of these contributes to the effective functioning of a team, fostering a productive and harmonious work environment.

What are the qualities of good teamwork?

Good teamwork is characterized by clear communication, mutual respect, and a willingness to collaborate. It involves trust among team members, shared responsibility, and a common goal that unites the group. Further, resolving conflicts amicably and quickly is a crucial quality of effective teamwork.

How do I say I have good teamwork skills?

When expressing that you possess good teamwork skills, providing specific examples from your past experiences is beneficial.

You can describe situations where you collaborated effectively with others, resolved conflicts, or contributed significantly to achieving a team’s goal. This affirms your claim and provides insight into your approach to teamwork.

In this above, we’ve learned that teamwork skills are vital in any work setting. These skills, which include communication, conflict resolution, adaptability, reliability, leadership, and decision-making, contribute to a harmonious and productive work environment.

They foster mutual respect, trust, and collaboration among team members, enhancing overall group success.

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Better together: 8 essential teamwork skills to master

Use these strategies to align expectations, streamline communication, and crush your goals.

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5-second summary

• Building “soft skills,” such as effective communication and collaboration skills, are vital components of a team’s success. 
• Making sure everyone is aligned on goals and responsibilities may seem like a no-brainer, but research shows that team members do not always have the clarity that leadership assumes they do. 
• Using formal procedures to make decisions and solve problems can help ensure that teams don’t get sidetracked by predictable bottlenecks. 

Teamwork is powerful. Tapping into people’s individual strengths and collecting diverse perspectives and ideas helps you get projects across the finish line more efficiently – full stop.

Here’s the catch: those perks only pan out if your team works together effectively. And most of us have seen firsthand that successful teamwork doesn’t just happen . Leaders are required to make strategic decisions, encourage positive behaviors, and cultivate an environment where people can get their best work done – not just individually, but as a unit.

That all starts with ensuring your team has mastered the most essential teamwork skills.

What are teamwork skills?

Teamwork skills are the traits and competencies you tap into when working with other people toward a common goal. Knowing how to work well with others isn’t an inherent trait – it’s a malleable skill (and an important one, ranking as one of the most in-demand soft skills employers look for).

When you focus on improving your ability to work on a team, what you’re really doing is strengthening the critical skills that fuel successful teamwork. Whether you want to better yourself or help your direct reports master working together as a unit, let’s take a closer look at eight skills to focus on. 

1. Communication

“We never listen when we are eager to speak.” – Francois de la Rochefoucauld 

A large portion of team or project failures (just take the untimely explosion of NASA’s Mars Climate Orbiter , as one example) arise from miscommunication. So, for teams to work well together, it’s non-negotiable that they know how to share information and get on the same page. 

The ability to openly convey a message, align expectations, and offer feedback is essential in the workplace. However, improving communication skills isn’t only about talking – listening plays an equally important role. Active listening in particular enhances shared understanding and helps teams avoid crossed wires. 

Help your team communicate:

• The extroverts on your team are more than willing to jump in with suggestions and opinions, but that can mean steamrolling their colleagues. To make sure everyone’s voice is heard, send an agenda to all participants beforehand so people have time to gather their thoughts. Then, be sure to check in with each person during the meeting to make sure they’ve had a chance to speak. For in-depth guidance, run the inclusive meetings play to make sure that everybody’s input is considered when your team meets.
• Communication isn’t one size fits all, and your team will be better equipped to communicate information and ideas if they know other people’s communication styles . Having each member of the team create a user manual gives them a low-pressure way to share their ideal conditions for getting work done – from their favorite communication channels to how they prefer to receive feedback.
• Schedule a regular team stand-up to avoid siloed information your team. This is a short, dedicated huddle where you can discuss team goals, progress, and obstacles to keep everybody in the loop and aligned.

2. Collaboration

“Alone we can do so little; together we can do so much. – Helen Keller

Collaboration and teamwork are more or less synonyms, so it makes sense that you’d see this skill high on the list. But simply throwing a group of people together and giving them a task doesn’t inherently lead to effective collaboration , no matter how talented those individuals may be.

Rather, clarity needs to take priority. Team members should understand their unique roles, responsibilities, and deadlines, as well as how their individual tasks impact the project as a whole. That broader focus increases accountability and empowers people to find answers or proactively solve problems themselves.

Help your team collaborate: 

• Who does what shouldn’t be a mystery on your team, however, people may not always have visibility into what tasks their coworkers have to do. Try creating a shared document that details everyone’s regular tasks and current projects. You can also run the roles and responsibilities play so there’s no doubt or confusion about what’s on each person’s plate.
• There are certain norms that play out on your team on a daily basis – like muting yourself on Zoom when you aren’t talking or using bullet points in emails – despite the fact that they might never be formally discussed. Consider creating a shared doc that spells out the “rules of the road” for your team. Encourage people to add to it regularly. It’s a great way to help newbies on the team get up to speed quickly. Running the working agreements play can help your team iron out a list of those previously unspoken expectations and avoid misunderstandings.

3. Goal setting

How to write SMART goals

“If you don’t know where you are going, you will probably end up somewhere else.” – Lawrence J. Peter

Teamwork is all about working your way toward a finish line together – but first, you need to agree on where that finish line actually is . While managers might like to think their goals are obvious and widely accepted, team members may disagree: 72% of employees admit they don’t fully understand their company’s strategy. That’s why this particular teamwork skill is so important.

In order to reap the benefits of effective teamwork, team leaders need to not only explain team- and company-level goals, but also actively involve employees in the process of setting those objectives so that they can take ownership of the outcomes.

How to help your team set goals: 

• Boost clarity and accountability by setting SMART goals , which are specific, measurable, achievable, relevant, and time-bound. 
• Use a defined goal-setting system like objectives and key results (OKRs) or goals, signals, and measures so everybody understands what success looks like.
• Make juicy, long-term targets feel more manageable by setting smaller short-term goals along the way.
• Store your team goals somewhere centralized and accessible in the workplace (like Confluence ) so that everybody on the team can refer back to them when needed.

4. Decision making

“Once you make a decision, the universe conspires to make it happen.” – Ralph Waldo Emerson

Teamwork is often at its most frustrating when you feel pressure to make a speedy decision. With so many perspectives to manage, reaching a consensus can be slow. That’s why decision-making is a skill that’s vital in a team environment, especially in collaborative cultures where the manager isn’t always the one with the last word. 

To get their best work done, people should be able to listen to other opinions and suggestions with an open mind, then come together collectively to choose the best way forward.

Help your team make decisions: 

• Default to a standard decision-making process to give your team a straightforward framework to rely on as you make choices together. 
• Sometimes a consensus isn’t possible. In those cases, who has the final say on a project? Who’s contributing but not necessarily a key decision-maker? Those roles can get murky. Use the DACI framework so your team knows who fits where and can make more efficient group decisions.
• Does your team suffer from major decision delays? Try setting a deadline for your team to make a choice. Psychology says that while deadlines can be stressful, they also tend to increase focus.
• Be mindful of common phenomena that stand in the way of decisiveness, like analysis paralysis and decision fatigue , and take steps to address them when you see them creep in.

5. Problem solving

“If I had an hour to solve a problem I’d spend 55 minutes thinking about the problem and five minutes thinking about solutions.” – Albert Einstein 

Whether it’s a project that’s running off the rails or a conflict between a couple of colleagues, you and your team are bound to run into your fair share of roadblocks. In those moments, your team’s problem-solving skills are what will carry you through. 

Successful problem-solving isn’t about slapping on a quick-fix band-aid. Some stumbling blocks can be deceptively complex. To truly address and prevent issues, start by digging deep and understanding all of the factors at play using critical thinking skills and problem-solving abilities.

How to help your team solve problems: 

• Use problem framing to step back and understand the who, what, why, and where of a problem before jumping into solutions.
• The 5 Whys Analysis is simple on the surface – it essentially involves asking, “Why did this happen?” five times in a row. This exercise helps your team uncover the root causes of a problem rather than acting on assumptions and surface-level symptoms.
• The first possible solution to a problem isn’t always the best one, and that’s one of the many benefits of a team: everybody has access to an assortment of ideas and experiences to find the most suitable answer. Sparring helps your team get quick, honest feedback from each other in a way that feels structured and approachable.

6. Interpersonal skills

Beyond the buzzwords: Why interpersonal skills matter at work

“Emotions can get in the way or get you on the way.” – Mavis Mazhura 

The thing about teamwork is that you’re working with other people – and everyone has their own feelings, perceptions, experiences, preferences, and more. That’s what makes working as part of a team so enriching (and challenging). 

It’s also why interpersonal skills are so critical. They’re the soft skills that you use when working, communicating, and interacting with other people (and plenty of the teamwork skills we’ve already covered also fall under the “interpersonal skills” category). From emotional intelligence to negotiation, these competencies help you work alongside others with less conflict and fewer hiccups.

How to help your team work well together:

• Participate in a team personality assessment like Johari Window so team members can uncover traits they may not see in themselves.
• Provide training or other opportunities for team members to build their conflict resolution skills to better handle disputes and disagreements when they come up.
• People can’t always control their emotions, but they can control and improve their reactions and behaviors. Unfortunately, emotions can easily become confused with personalities. Try to model and encourage people to switch from “I am…” language to “I feel…” language to keep those lines clear. For example, “I am anxious about this deadline” becomes “I feel anxious about this deadline.” It’s a small but significant shift in how your message comes across.

7. Time management

Time is really the only capital that any human being has, and the only thing he can’t afford to lose. Thomas Edison

There’s often a lot to get done and that’s another perk of being part of a team: there are more people to chip in on all of the work that needs doing. But without effective time management skills, teams are setting themselves up for conflict, chaos, and frustration. Bottlenecks halt progress, deadlines become suggestions, and the team’s entire plan runs off the rails. 

By focusing on improving time management – both individually and as a unit – people can get their work done without the frantic and frustrating dash to the finish line. 

How to help your team manage their time:

• Use one (or several) tried-and-tested time management strategies to help your team prioritize and focus.
• Team collaboration falls apart when people don’t have a grasp on dependencies. For example, Team Member A might not think missing a deadline by a few days is a big deal – until they realize that it means Team Member B can’t start their assigned tasks. Dependency mapping gives you and your entire team a better sense of how things fit together, so you can proactively manage bottlenecks and other issues.

8. Growth mindset  

“Success is the ability to go from one failure to another with no loss of enthusiasm.” – Winston Churchill

All teams encounter rough seas from time to time, and a growth mindset is what helps them power through obstacles and find creative solutions. 

Put simply, a growth mindset is a teamwork skill that frames problems as opportunities – chances to reflect, learn, and improve. A growth mindset helps your team use past experiences to drive better collaborations – and it also means they won’t bristle at perceived failures or criticisms.

How to help your team have a growth mindset: 

• Run a retrospective regularly or at the end of project milestones so that your team can honestly discuss what worked, what didn’t, why, and how you’ll use that information moving forward.
• Prioritize regular and frequent constructive feedback for all team members. These candid conversations help them understand how they can improve themselves – which, in turn, helps them improve the entire team.

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Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education

Branden thornhill-miller.

1 Faculty of Philosophy, University of Oxford, Oxford OX2 6GG, UK

2 International Institute for Competency Development, 75001 Paris, France

Anaëlle Camarda

3 LaPEA, Université Paris Cité and Univ Gustave Eiffel, 92100 Boulogne-Billancourt, France

4 Institut Supérieur Maria Montessori, 94130 Nogent-Sur-Marne, France

Maxence Mercier

Jean-marie burkhardt.

5 LaPEA, Univ Gustave Eiffel and Université Paris Cité, CEDEX, 78008 Versailles, France

Tiffany Morisseau

6 Strane Innovation, 91190 Gif-sur-Yvette, France

Samira Bourgeois-Bougrine

Florent vinchon, stephanie el hayek.

7 AFNOR International, 93210 Saint-Denis, France

Myriam Augereau-Landais

Florence mourey, cyrille feybesse.

8 Centre Hospitalier Guillaume Regnier, Université de Rennes 1, 35200 Rennes, France

Daniel Sundquist

Todd lubart, associated data.

Not Applicable.

This article addresses educational challenges posed by the future of work, examining “21st century skills”, their conception, assessment, and valorization. It focuses in particular on key soft skill competencies known as the “4Cs”: creativity, critical thinking, collaboration, and communication. In a section on each C, we provide an overview of assessment at the level of individual performance, before focusing on the less common assessment of systemic support for the development of the 4Cs that can be measured at the institutional level (i.e., in schools, universities, professional training programs, etc.). We then present the process of official assessment and certification known as “labelization”, suggesting it as a solution both for establishing a publicly trusted assessment of the 4Cs and for promoting their cultural valorization. Next, two variations of the “International Institute for Competency Development’s 21st Century Skills Framework” are presented. The first of these comprehensive systems allows for the assessment and labelization of the extent to which development of the 4Cs is supported by a formal educational program or institution. The second assesses informal educational or training experiences, such as playing a game. We discuss the overlap between the 4Cs and the challenges of teaching and institutionalizing them, both of which may be assisted by adopting a dynamic interactionist model of the 4Cs—playfully entitled “Crea-Critical-Collab-ication”—for pedagogical and policy-promotion purposes. We conclude by briefly discussing opportunities presented by future research and new technologies such as artificial intelligence and virtual reality.

1. Introduction

There are many ways of describing the massive educational challenges faced in the 21st century. With the appearance of computers and digital technologies, new means of interacting between people, and a growing competitiveness on the international level, organizations are now requiring new skills from their employees, leaving educational systems struggling to provide appropriate ongoing training. Indeed, according to the World Economic Forum’s 2020 “Future of Jobs Report”, studying 15 industries in 26 advanced and emerging countries, up to 50% of employees will need some degree of “reskilling” by 2025 ( World Economic Forum 2020 ). Although many national and international educational efforts and institutions now explicitly put the cultivation of new kinds of skills on their educational agendas, practical means of assessing such skills remains underdeveloped, thus hampering the valorization of these skills and the development of guidance for relevant pedagogy ( Care et al. 2018 ; Vincent-Lancrin et al. 2019 ; for overviews and discussion of higher education in global developmental context, see Blessinger and Anchan 2015 ; Salmi 2017 ).

This article addresses some of these challenges and related issues for the future of education and work, by focusing on so-called “21st Century Skills” and key “soft skills” known as the “4Cs” (creativity, critical thinking, communication, and collaboration), more particularly. It begins with a brief discussion of these skills, outlining their conceptual locations and potential roles in the modern educational context. A section on each “C” then follows, defining the C, summarizing research and methods for its scientific assessment at the individual level, and then outlining some means and avenues at the systemic level for fostering its development (e.g., important aspects of curriculum, institutional structure, or of the general environment, as well as pedagogical methods) that might be leveraged by an institution or program in order to promote the development of that C among its students/trainees. In the next section, the certification-like process of “labelization” is outlined and proposed as one of the best available solutions both for valorizing the 4Cs and moving them towards the center of the modern educational enterprise, as well as for benchmarking and monitoring institutions’ progress in fostering their development. The International Institute for Competency Development’s 4Cs Framework is then outlined as an example of such a comprehensive system for assessing and labelizing the extent to which educational institutions and programs support the development of the 4Cs. We further demonstrate the possibility of labelizing and promoting support for the development of the 4Cs by activities or within less formal educational settings, presenting a second framework for assessment of the 4Cs in games and similar training activities. Our discussion section begins with the challenges to implementing educational change in the direction of 21st century skills, focusing on the complex and overlapping nature of the 4Cs. Here, we propose that promoting a “Dynamic Interactionist Model of the 4Cs” not only justifies grouping them together, but it might also assist more directly with some of the challenges of pedagogy, assessment, policy promotion, and ultimately, institutionalization, faced by the 4Cs and related efforts to modernize education. We conclude by suggesting some important future work for the 4Cs individually and also as an interrelated collective of vital skills for the future of education and work.

“21st Century Skills”, “Soft Skills”, and the “4Cs”

For 40 years, so-called “21st century skills” have been promoted as those necessary for success in a modern work environment that the US Army War College ( Barber 1992 ) has accurately described as increasingly “VUCA”—“volatile, uncertain, complex and ambiguous”. Various lists of skills and competencies have been formulated on their own or as part of comprehensive overarching educational frameworks. Although a detailed overview of this background material is outside the scope of this article (see Lamri et al. 2022 ; Lucas 2022 for summaries), one of the first prominent examples of this trend was the Partnership for 21st Century Skills (P21), whose comprehensive “Framework for 21st Century Learning” is presented in Figure 1 ( Battelle for Kids 2022 ). This framework for future-oriented education originated the idea of the “4Cs”, placing them at its center and apex as “Learning and Innovation Skills” that are in need of much broader institutional support at the foundational level in the form of new standards and assessments, curriculum and instructional development, ongoing professional development, and appropriately improved learning environments ( Partnership for 21st Century Skills 2008 ). These points are also consistent with the approach and assessment frameworks presented later in this article.

The P21 Framework for 21st Century Learning. (© 2019, Battelle for Kids. All Rights Reserved. https://www.battelleforkids.org/ ; accessed on 17 January 2023).

Other important organizations such as the World Economic Forum ( 2015 ) have produced similar overarching models of “21st century skills’’ with the 4Cs at their center, but the term “21st century skills’’ has been rightly criticized for a several reasons: the skills referred to are not actually all unique to, or uniquely important to, the 21st century, and it is a term that is often used more as an advertising or promotional label for systems that sometimes conflate and confuse different kinds of skills with other concepts that users lump together ( Lucas 2019 ). Indeed, though there is no absolute consensus on the definition of a “skill”, they are often described as being multidimensional and involve the ability to solve problems in context and to perform tasks using appropriate resources at the right time and in the right combination ( Lamri and Lubart 2021 ). At its simplest, a skill is a “learned capacity to do something useful” ( Lucas and Claxton 2009 ), or an ability to perform a given task at a specified performance level, which develops through practice, experience. and training ( Lamri et al. 2022 ).

The idea of what skills “are’’, however, has also evolved to some extent over time in parallel to the nature of the abilities required to make valued contributions to society. The digital and information age, in particular, has seen the replacement by machines of much traditional work sometimes referred to as “hard skills’’—skills such as numerical calculation or driving, budget-formulating, or copyediting abilities, which entail mastery of fixed sets of knowledge and know-how of standard procedures, and which are often learned on the job. Such skills are more routine, machine-related, or technically oriented and not as likely to be centered on human interaction. In contrast, the work that has been increasingly valued in the 21st century involves the more complex, human interactive, and/or non-routine skills that Whitmore ( 1972 ) first referred to as “soft skills”.

Unfortunately, researchers, educators, and consultants have defined, redefined, regrouped, and expanded soft skills—sometimes labeling them “transversal competencies”, “generic competencies”, or even “life skills” in addition to “21st century skills”—in so many different ways within and across different domains of research and education (as well as languages and national educational systems) that much progress towards these goals has literally been “lost in translation” ( Cinque 2016 ).

Indeed, there is also a long-standing ambiguity and confusion between the terms “competency” (also competence) and “skill” due to their use across different domains (e.g., learning research, education, vocational training, personnel selection) as well as different epistemological backgrounds and cultural specificities ( Drisko 2014 ; Winterton et al. 2006 ; van Klink and Boon 2003 ). The term “competency” is, however, often used as a broader concept that encompasses skills, abilities, and attitudes, whereas, in a narrower sense, the term “skill” has been defined as “goal-directed, well-organized behavior that is acquired through practice and performed with economy of effort” ( Proctor and Dutta 1995, p. 18 ). For example, whereas the command of a spoken language or the ability to write are skills (hard skills, to be precise), the ability to communicate effectively is a competence that may draw on an individual’s knowledge of language, writing skills, practical IT skills, and emotional intelligence, as well as attitudes towards those with whom one is communicating ( Rychen and Hersch 2003 ). Providing high-quality customer service is a competency that relies on listening skills, social perception skills, and contextual knowledge of products. Beyond these potential distinctions, the term “competency” is predominant in Europe, whereas “skill” is more commonly used in the US. Yet it also frequently occurs that both are used as rough synonyms. For example, Voogt and Roblin ( 2012, p. 299 ) examine the “21st century competences and the recommended strategies for the implementation of these skills”, and Graesser et al. ( 2022, p. 568 ) state that twenty-first-century skills “include self-regulated learning, collaborative problem solving, communication (…) and other competencies”. In conclusion, the term “competencies” is often used interchangeably with “skills” (and can have a particularly large overlap with “soft skills”), but it is also often considered in a broader sense as a set of skills, knowledge, and attitudes that, together, meet a complex demand ( Ananiadoui and Claro 2009 ). From this perspective, one could argue that the 4Cs, as complex, “higher-order” soft skills, might best be labeled competencies. For ease and convenience, however, in this text, we consider the two terms interchangeable but favor the term “skills”, only using “competency” in some instances to avoid cumbersome repetition.

Even having defined soft skills as a potentially more narrow and manageable focus, we are still aware of no large-scale study that has employed a comprehensive enough range of actual psychometric measures of soft skills in a manner that might help produce a definitive empirical taxonomy. Some more recent taxonomic efforts have, however, attempted to provide additional empirical grounding for the accurate identification of key soft skills (see e.g., Joie-La Marle et al. 2022 ). Further, recent research by JobTeaser (see Lamri et al. 2022 ) surveying a large, diverse sample of young workers about a comprehensive, systematic list of soft skills as actually used in their professional roles represents a good step towards some clarification and mapping of this domain on an empirical basis. Despite the fact that both these studies necessarily involved assumptions and interpretive grouping of variables, the presence and importance of the 4Cs as higher-order skills is evident in both sets of empirical results.

Various comprehensive “21st century skills” systems proposed in the past without much empirical verification also seem to have been found too complex and cumbersome for implementation. The 4Cs, on the other hand, seem to provide a relatively simple, persuasive, targetable core that has been found to constitute a pedagogically and policy-friendly model by major organizations, and that also now seems to be gaining some additional empirical validity. Gathering support from researchers and industry alike, we suggest that the 4Cs can be seen as highest-level transversal skills—or “meta-competencies”—that allow individuals to remain competent and to develop their potential in a rapidly changing professional world. Thus, in the end, they may also be one of the most useful ways of summarizing and addressing the critical challenges faced by the future of work and education ( National Education Association 2011 ).

Taking them as our focus, we note, however, that the teaching and development of the 4Cs will require a complex intervention and mobilization of educational and socio-economic resources—both a major shift in pedagogical techniques and even more fundamental changes in institutional structures ( Ananiadoui and Claro 2009 ). One very important issue for understanding the 4Cs and their educational implementation related to this, which can simultaneously facilitate their teaching but be a challenge for their assessment, is the multidimensionality, interrelatedness, and transdisciplinary relevance of the 4Cs. Thus, we address the relationships between the Cs in the different C sections and later in our Discussion, we present a “Dynamic Interactionist Model of the 4Cs’’ that we hope will assist in their understanding, in the further development of pedagogical processes related to them, and in their public promotion and related policy. Ultimately, it is partly due to their complexity and interrelationships, we argue, that it is important and expedient that the 4Cs are taught, assessed, and promoted together.

2. The 4Cs, Assessment, and Support for Development

2.1. creativity.

In psychology, creativity is usually defined as the capacity to produce novel, original work that fits with task constraints and has value in its context (for a recent overview, see Lubart and Thornhill-Miller 2019 ). This basic definition, though useful for testing and measurement, is largely incomplete, as it does not contain any information about the individual or groups doing the creating or the nature of physical and social contexts ( Glăveanu 2014 ). Moreover, Corazza ( 2016 ) challenged this standard definition of creativity, arguing that as it focuses solely on the existence of an original and effective outcome, it misses the dynamics of the creative process, which is frequently associated with periods of creative inconclusiveness and limited occasions of creative achievements. To move away from the limitations of the standard definition of creativity, we can consider Bruner’s description of creativity as “figuring out how to use what you already know in order to go beyond what you currently think” (p. 183 in Weick 1993 ). This description echoes the notion of potential, which refers to a latent state that may be put to use if a person has the opportunity.

Creativity is a multifaceted phenomenon that can be approached from many different angles. There are three main frameworks for creativity studies: the 4Ps ( Rhodes 1961 ), the 5As ( Glăveanu 2013 ), and the 7Cs model ( Lubart 2017 ). These frameworks share at least four fundamental and measurable dimensions: the act of creating (process), the outcome of the creative process (product), the characteristics of creative actor(s) enacting the process (person), and the social and physical environment that enable or hinder the creative process (press). Contrary to many traditional beliefs, however, creativity can be trained and taught in a variety of different ways, both through direct, active teaching of creativity concepts and techniques and through more passive and indirect means such as the development of creativity-supporting contexts ( Chiu 2015 ; Thornhill-Miller and Dupont 2016 ). Alongside intelligence, with which it shares some common mechanisms, creativity is now recognized as an indispensable element for the flexibility and adaptation of individuals in challenging situations ( Sternberg 1986 ).

2.1.1. Individual Assessment of Creativity

Drawing upon previous efforts to structure creativity research, Batey ( 2012 ) proposed a taxonomic framework for creativity measurement that takes the form of a three-dimensional matrix: (a) the level at which creativity may be measured (the individual, the team, the organization, and the culture), (b) the facets of creativity that may be assessed (person/trait, process, press, and product), and (c) the measurement approach (objective, self-rating, other ratings). It is beyond the scope of this article to offer a literature review of all these dimensions, but for the purposes of this paper, we address some important aspects of individual-level and institutional-level assessment here.

Assessing creativity at an individual level encompasses two major approaches: (1) creative accomplishment based on production and (2) creative potential. Regarding the first approach focusing on creative accomplishment , there are at least four main assessment techniques (or tools representing variations of assessment techniques): (a) the historiometric approach, which applies quantitative analysis to historically available data (such as the number of prizes won or times cited) in an effort to understand eminent, field-changing creativity ( Simonton 1999 ); (b) the Consensual Assessment Technique (CAT) ( Amabile 1982 ), which offers a method for combining and validating judges’ subjective evaluations of a set of (potentially) creative productions or ideas; (c) the Creative Achievement Questionnaire ( Carson et al. 2005 ), which asks individuals to supply a self-reported assessment of their publicly recognizable achievement in ten different creative domains; and (d) the Inventory of Creative Activities and Achievements (ICAA) ( Jauk et al. 2014 ; Diedrich et al. 2018 ), which includes self-report scales assessing the frequency of engagement in creative activity and also levels of achievement in eight different domains.

The second major approach to individual assessment is based on creative potential, which measures the cognitive abilities and/or personality traits that are important for creative work. The two most popular assessments of creative potential are the Remote Associations Test (RAT) and the Alternative Uses Task (AUT). The RAT, which involves identifying the fourth word that is somehow associated with each of three given words, underscores the role that the ability to convergently associate disparate ideas plays as a key capacity for creativity. In contrast, the AUT, which requires individuals to generate a maximum number of ideas based on a prompt (e.g., different uses for a paperclip), is used to assess divergent thinking capacity. According to multivariate models of creative potential ( Lubart et al. 2013 ), there are cognitive factors (e.g., divergent thinking, mental flexibility, convergent thinking, associative thinking, selective combination), conative factors (openness, tolerance of ambiguity, intuitive thinking, risk taking, motivation to create), and environmental factors that all support creativity. Higher creative potential is predicted by having more of the ingredients for creativity. However, multiple different profiles among a similar set of these important ingredients exist, and their weighting for optimal creative potential varies according to the profession, the domain, and the task under consideration. For example, Lubart and Thornhill-Miller ( 2021 ) and Lubin et al. ( forthcoming ) have taken this creativity profiling approach, exploring the identification and training of the components of creative potential among lawyers and clinical psychologists, respectively. For a current example of this sort of comprehensive, differentiated measurement of creative potential in adults in different domains and professions, see CreativityProfiling.org. For a recent battery of tests that are relevant for children, including domain-relevant divergent-exploratory and convergent-integrative tasks, see Lubart et al. ( 2019 ). Underscoring the growing recognition of the importance of creativity assessment, measures of creative potential for students were introduced internationally for the first time in the PISA 2022 assessment ( OECD 2019a ).

2.1.2. Institutional and Environmental Support for Development of Creativity

The structural support that institutions and programs can provide to promote the development of creativity can be described as coming through three main paths: (1) through design of the physical environment in a manner that supports creativity, (2) through teaching about creativity, the creative process, and creativity techniques, and (3) through training opportunities to help students/employees develop personal habits, characteristics, and other ingredients associated with creative achievement and potential.

Given the multi-dimensionality of the notion of creativity, the environment can positively influence and help develop creative capacities. Studies have shown that the physical environment in which individuals work can enhance their positive emotions and mood and thus their creativity. For example, stimulating working environments might have unusual furniture and spaces that have natural light, windows open to nature, plants and flowers, a relaxing atmosphere and colors in the room (e.g., green and blue), or positive sounds (e.g., calm music or silence), as well as inspiring and energizing colors (e.g., yellow, pink, orange). Furthermore, the arrangement of physical space to promote interpersonal exchange rather than isolation, as well as the presence of tools, such as whiteboards, that support and show the value of exchange, are also important (for reviews, see Dul and Ceylan 2011 ; Samani et al. 2014 ).

Although it has been claimed that “creativity is intelligence having fun” ( Scialabba 1984 ; Reiman 1992 ), for most people, opportunities for fun and creativity, especially in their work environment, appear rather limited. In fact, the social and physical environment often hinders creativity. Corazza et al. ( 2021 )’s theoretical framework concerning the “Space-Time Continuum”, related to support for creativity, suggests that traditional education systems are an example of an environment that is “tight” both in the conceptual “space” it affords for creativity and in the available time allowed for creativity to happen—essentially leaving little room for original ideas to emerge. Indeed, though world-wide data suggest that neither money nor mere time spent in class correlate well with educational outcomes, both policies and pedagogy that direct the ways in which time is spent make a significant difference ( Schleicher 2022 ). Research and common sense suggest that teachers, students, and employees need more space and time to invest energy in the creative process and the development of creative potential.

Underscoring the importance of teaching the creative process and creativity techniques is the demonstration, in a number of contexts, that groups of individuals who generate ideas without a specific method are often negatively influenced by their social environment. For example, unless guarded against, the presence of others tends to reduce the number of ideas generated and to induce a fixation on a limited number of ideas conforming to those produced by others ( Camarda et al. 2021 ; Goldenberg and Wiley 2011 ; Kohn and Smith 2011 ; Paulus and Dzindolet 1993 ; Putman and Paulus 2009 ; Rietzschel et al. 2006 ). To overcome these cognitive and social biases, different variants of brainstorming techniques have shown positive effects (for reviews of methods, see Al-Samarraie and Hurmuzan 2018 ; Paulus and Brown 2007 ). These include: using ( Osborn 1953 ) initial brainstorming rules (which aim to reduce spontaneous self-judgment of ideas and fear of this judgment by others); drawing attention to ideas generated by others by writing them down independently (e.g., the technique known as “brainwriting”); and requiring incubation periods between work sessions by forcing members of a problem-solving group to take breaks ( Paulus and Yang 2000 ; Paulus and Kenworthy 2019 ).

It is also possible to use design methods that are structured to guide the creative process and the exploration of ideas, as well as to avoid settling on uncreative solution paths ( Chulvi et al. 2012 ; Edelman et al. 2022 ; Kowaltowski et al. 2010 ; see Cotter et al. 2022 for a valuable survey of best practices for avoiding the suppression of creativity and fostering creative interaction and metacognition in the classroom). Indeed, many helpful design thinking-related programs now exist around the world and have been shown to have a substantial impact on creative outcomes ( Bourgeois-Bougrine 2022 ).

Research and experts suggest the utility of many additional creativity enhancement techniques (see, e.g., Thornhill-Miller and Dupont 2016 ), and the largest and most rapid effects are often attributed to these more method- or technique-oriented approaches ( Scott et al. 2004 ). More long-term institutional and environmental support for the development of creativity, however, should also include targeted training and understanding of personality and emotional traits associated with the “creative person” (e.g., empathy and exploratory habits that can expand knowledge, as well as increase tolerance of ambiguity, openness, and mental flexibility; see Lubart and Thornhill-Miller 2021 ). Complementing these approaches and focusing on a more systemic level, recent work conducted by the OECD exemplifies efforts aimed to foster creativity (and critical thinking) by focusing simultaneously on curriculum, educational activities, and teacher support and development at the primary, secondary, and higher education levels (see Vincent-Lancrin et al. 2019 ; Saroyan 2022 ).

2.2. Critical Thinking

Researchers, teachers, employers, and public policymakers around the world have long ranked the development of critical thinking (CT) abilities as one of the highest educational priorities and public needs in modern democratic societies ( Ahern et al. 2019 ; Dumitru et al. 2018 ; Pasquinelli et al. 2021 ). CT is central to better outcomes in daily life and general problem solving ( Hitchcock 2020 ), to intelligence and adaptability ( Halpern and Dunn 2021 ), and to academic achievement ( Ren et al. 2020 ). One needs to be aware of distorted or erroneous information in the media, of the difference between personal opinions and proven facts, and how to handle increasingly large bodies of information required to understand and evaluate information in the modern age.

Although much research has addressed both potentially related constructs, such as intelligence and wisdom, and lists of potential component aspects of human thought, such as inductive or deductive reasoning (for reviews of all of these, see Sternberg and Funke 2019 ), reaching a consensus on a definition has been difficult, because CT relies on the coordination of many different skills ( Bellaera et al. 2021 ; Dumitru et al. 2018 ) and is involved in, and sometimes described from the perspective of, many different domains ( Lewis and Smith 1993 ). Furthermore, as a transversal competency, having the skills to perform aspects of critical thinking in a given domain does not necessarily entail also having the metacognitive ability to know when to engage in which of its aspects, or having the disposition, attitude, or “mindset” that motivates one to actually engage in them—all of which are actually required to be a good critical thinker ( Facione 2011 ).

As pointed out by the American Philosophical Association’s consensus definition, the ideal “critical thinker” is someone who is inquisitive, open-minded, flexible, fair-minded, and keeps well-informed, thus understanding different points of view and perspectives ( Facione 1990b ). These characteristics, one might note, are also characteristic of the “creative individual” ( Facione 1990b ; Lai 2011 ), as is the ability to imagine alternatives, which is often cited as a component of critical thinking ability ( Facione 1990b ; Halpern 1998 ). Conversely, creative production in any domain needs to be balanced by critical appraisal and thought at each step of the creative process ( Bailin 1988 ). Indeed, it can be argued that creativity and critical thinking are inextricably linked and are often two sides of the same coin. Representing different aspects of “good thought” that are linked and develop in parallel, it seems reasonable that they should, in practice, be taught and considered together in teaching and learning ( Paul and Elder 2006 ).

Given its complexity, many definitions of critical thinking have been offered. However, some more recent work has helpfully defined critical thinking as “the capacity of assessing the epistemic quality of available information and—as a consequence of this assessment—of calibrating one’s confidence in order to act upon such information” ( Pasquinelli et al. 2021 ). This definition, unlike others proposed in the field (for a review, see: Bellaera et al. 2021 ; Liu et al. 2014 ), is specific (i.e., it limits the use of poorly defined concepts), as well as consensual and operational (i.e., it has clear and direct implications for the education and assessment of critical thinking skills; Pasquinelli et al. 2021 ; Pasquinelli and Bronner 2021 ). Thus, this approach assumes that individuals possess better or worse cognitive processes and strategies that make it possible to judge the reliability of the information received, by determining, for example, what the arguments provided actually are. Are the arguments convincing? Is the source of information identifiable and reliable? Does the information conflict with other information held by the individual?

It should also be noted that being able to apply critical thinking is necessary to detect and overcome the cognitive biases that can constrain one’s reasoning. Indeed, when solving a problem, it is widely recognized that people tend to automate the application of strategies that are usually relevant in similar and analogous situations that have already been encountered. However, these heuristics (i.e., automatisms) can be a source of errors, in particular, in tricky reasoning situations, as demonstrated in the field of reasoning, arithmetic problems ( Kahneman 2003 ) or even divergent thinking tasks ( Cassotti et al. 2016 ; for a review of biases, see Friedman 2017 ). Though some cognitive biases can even be seen as normal ways of thinking and feeling, sometimes shaping human beliefs and ideologies in ways that make it completely normal—and even definitely human— not to be objective (see Thornhill-Miller and Millican 2015 ), the mobilization of cognitive resources such as those involved in critical reasoning on logical bases usually makes it possible to overcome cognitive biases and adjust one’s reasoning ( West et al. 2008 ).

According to Pasquinelli et al. ( 2021 ), young children already possess cognitive functions underlying critical thinking, such as the ability to determine that information is false. However, until late adolescence, studies have demonstrated an underdevelopment of executive functions involved in resistance to biased reasoning ( Casey et al. 2008 ) as well as some other higher-order skills that underlie the overall critical thinking process ( Bloom 1956 ). According to Facione and the landmark American Philosophical Association’s task force on critical thinking ( Facione 1990b ; Facione 2011 ), these components of critical thinking can be organized into six measurable skills: the ability to (1) interpret information (i.e., meaning and context); (2) analyze information (i.e., make sense of why this information has been provided, identify pro and con arguments, and decide whether we can accept the conclusion of the information); (3) make inferences (i.e., determine the implications of the evidence, its reliability, the undesirable consequences); (4) evaluate the strength of the information (i.e., its credibility, determine the trust in the person who provides it); (5) provide explanations (i.e., summarize the findings, determine how the information can be interpreted, and offer verification of the reasoning); (6) self-regulate (i.e., evaluate the strength of the methods applied, determine the conflict between different conclusions, clarify the conclusions, and verify missing elements).

2.2.1. Individual Assessment of Critical Thinking

The individual assessment of critical thinking skills presents a number of challenges, because it is a multi-task ability and involves specific knowledge in the different areas in which it is applied ( Liu et al. 2014 ; Willingham 2008 ). However, the literature provides several tools with which to measure different facets of cognitive functions and skills involved in the overarching critical thinking process ( Lai 2011 ; Liu et al. 2014 ). Most assessments involve multiple-choice questions requiring reasoning within a particular situation based upon a constrained set of information provided. For example, in one of the most widely used tests, the California Critical Thinking Skills Test ( Facione 1990a ), participants are provided with everyday scenarios and have to answer multiple questions targeting the six higher-order skills described previously. Similarly, the Watson–Glaser Critical Thinking Appraisal ( Watson 1980 ; Watson and Glaser 2010 ) presents test takers with passages and scenarios measuring their competencies at recognizing assumptions, evaluating arguments, and drawing conclusions. Although the Watson–Glaser is one of the oldest and most frequently used assessments internationally for hiring and promotion in professional contexts, its construct validity, like many other measures of this challenging topic, has some limitations ( Possin 2014 ).

Less frequently, case study or experiential methods of assessment are also used. This approach may involve asking participants to reflect on past experiences, analyze the situations they faced and the way they behaved or made judgments and decisions and then took action ( Bandyopadhyay and Szostek 2019 ; Brookfield 1997 ). These methods, often employed by teachers or employers on students and employees, usually involve the analysis of qualitative data that can cast doubt on the reliability of the results. Consequently, various researchers have suggested ways to improve analytic methods, and they emphasize the need to create more advanced evaluation methods ( Brookfield 1997 ; Liu et al. 2014 ).

For example, Liu et al. ( 2014 ) reviewed current assessment methods and suggest that future work improves the operational definition of critical thinking, aiming to assess it both in different specific contexts and in different formats. Specifically, assessments could be contextualized within the major areas addressed by education programs (e.g., social sciences, humanities, and/or natural sciences), and the tasks themselves should be as practically connected to the “real world” as possible (e.g., categorizing a set of features, opinions, or facts based on whether or not they support an initial statement). Moreover, as Brookfield ( 1997 ) argues, because critical thinking is a social process that takes place in specific contexts of knowledge and culture, it should be assessed as a social process, therefore, involving a multiplicity of experiences, perceptions, and contributions. Thus, Brookfield makes three recommendations for improving the assessment of critical thinking that are still relevant today: (1) to assess critical thinking in specific situations, so one can study the process and the discourse related to it; (2) to involve students/peers in the evaluation of critical thinking abilities, so that the evaluation is not provided only by the instructor; and (3) to allow learners or participants in an experiment to document, demonstrate, and justify their engagement in critical thinking, because this learning perspective can provide insight into basic dimensions of the critical thinking process.

Finally, another more recent and less widely used form of assessment targets the specific executive functions that underlie logical reasoning and resistance to cognitive biases, as well as the ability of individuals to resist these biases. This form of assessment is usually done through specific experimental laboratory tasks that vary depending on the particular executive function and according to the domain of interest ( Houdé and Borst 2014 ; Kahneman 2011 ; West et al. 2008 ).

2.2.2. Institutional and Environmental Support for Development of Critical Thinking Skills

The executive functions underlying general critical thinking, the ability to overcome bias ( Houdé 2000 ; Houdé and Borst 2014 ), and meta-cognitive processes (i.e., meta information about our cognitive strategies) can all be trained and enhanced by educational programs ( Abrami et al. 2015 ; Ahern et al. 2019 ; Alsaleh 2020 ; Bellaera et al. 2021 ; Uribe-Enciso et al. 2017 ; Popil 2011 ; Pasquinelli and Bronner 2021 ; Yue et al. 2017 ).

Educational programs and institutions can support the development of critical thinking in several different ways. The process of developing critical thinking focuses on the interaction between personal dispositions (attitudes and habits), skills (evaluation, reasoning, self-regulation), and finally, knowledge (general and specific knowledge, as well as experience) ( Thomas and Lok 2015 ). It is specifically in regard to skills and knowledge that institutions are well suited to develop critical thinking through pedagogical elements such as rhetoric training, relevance of information evaluation (e.g., media literacy, where and how to check information on the internet, dealing with “fake news”, etc.), deductive thinking skills, and inductive reasoning ( Moore and Parker 2016 ). A few tools, such as case studies or concept mapping, can also be used in conjunction with a problem-based learning method, both in individual and team contexts and in person or online ( Abrami et al. 2015 ; Carmichael and Farrell 2012 ; Popil 2011 ; Thorndahl and Stentoft 2020 ). According to Marin and Halpern ( 2011 ), training critical thinking should include explicit instruction involving at least the four following components and objectives: (1) working on attitudes and encouraging individuals to think; (2) teaching and practicing critical thinking skills; (3) training for transfer between contexts, identifying concrete situations in which to adopt the strategies learned; and (4) suggesting metacognition through reflection on one’s thought processes. Supporting these propositions, Pasquinelli and Bronner ( 2021 ), in a French national educational report, proposed practical advice for creating workshops to stimulate critical thinking in school classrooms, which appear relevant even in non-school intervention situations. For example, the authors suggest combining concrete examples and exercises with general and abstract explanations, rules and strategies, which can be transferred to other areas beyond the one studied. They also suggest inviting learners to create examples of situations (e.g., case studies) in order to increase the opportunities to practice and for the learner to actively participate. Finally, they suggest making the process of reflection explicit by asking the learner to pay attention to the strategies adopted by others in order to stimulate the development of metacognition.

2.3. Communication

In its most basic definition, communication consists of exchanging information to change the epistemic context of others. In cooperative contexts, it aims at the smooth and efficient exchange of information contributing to the achievement of a desired outcome or goal ( Schultz 2010 ). But human communication involves multiple dimensions. Both verbal and non-verbal communication can involve large quantities of information that have to be both formulated and deciphered with a range of purposes and intentions in mind ( Jones and LeBaron 2002 ). These dimensions of communication have as much to do with the ability to express oneself, both orally and in writing and the mastering of a language (linguistic competences), as with the ability to use this communication system appropriately (pragmatic skills; see Grassmann 2014 ; Matthews 2014 ), and with social skills, based on the knowledge of how to behave in society and on the ability to connect with others, to understand the intentions and perspectives of others ( Tomasello 2005 ).

Like the other 4Cs, according to most authorities, communication skills are ranked by both students and teachers as skills of the highest priority for acquisition in order to be ready for the workforce in 2030 ( OECD 2019b ; Hanover Research 2012 ). Teaching students how to communicate efficiently and effectively in all the new modalities of information exchange is an important challenge faced by all pedagogical organizations today ( Morreale et al. 2017 ). All dimensions of communication (linguistic, pragmatic, and social) are part of what is taught in school curricula at different levels. But pragmatic and social competencies are rarely explicitly taught as such. Work on social/emotional intelligence (and on its role in students’ personal and professional success) shows that these skills are both disparate and difficult to assess ( Humphrey et al. 2007 ). Research on this issue is, however, becoming increasingly rigorous, with the potential to provide usable data for the development of science-based practice ( Keefer et al. 2018 ). Teachers and pedagogical teams also have an important, changing role to play: they also need to master new information and communication technologies and the transmission of information through them ( Zlatić et al. 2014 ).

Communication has an obvious link with the three other Cs. Starting with critical thinking, sound communication implies fostering the conditions for a communicative exchange directed towards a common goal, which is, at least in educational and professional contexts, based on a fair evaluation of reality ( Pornpitakpan 2004 ). Collaboration too has a strong link with communication, because successful collaboration is highly dependent on the quality of knowledge sharing and trust that emerges between group members. Finally, creativity involves the communication of an idea to an audience and can involve high-quality communication when creative work occurs in a team context.

2.3.1. Individual Assessment of Communication

Given the vast field of communication, an exhaustive list of its evaluation methods is difficult to establish. A number of methods have been reported in the literature to assess an individual’s ability to communicate non-verbally and verbally. But although these two aspects are intrinsically linked, they are rarely measured together with a single tool. Moreover, as Spitzberg ( 2003 ) pointed out, communication skills are supported by different abilities, classically conceptualized as motivational functions (e.g., confidence and goal-orientation), knowledge (e.g., content and procedural knowledge), or cognitive and socio-cognitive functions (e.g., theory of mind, verbal cognition, emotional intelligence, and empathy; McDonald et al. 2014 ; Rothermich 2020 ), implying different specific types of evaluations. Finally, producing vs. receiving communication involve different skills and abilities, which can also vary according to the context ( Landa 2005 ).

To overcome these challenges, Spitzberg ( 2003 ) recommends the use of different assessment criteria. These criteria include the clarity of interaction, the understanding of what was involved in the interaction, the satisfaction of having interacted (expected to be higher when communication is effective), the efficiency of the interaction (the more competent someone is, the less effort, complexity, and resources will be needed to achieve their goal), its effectiveness or appropriateness (i.e., its relevance according to the context), as well as criteria relative to the quality of the dialogue (which involves coordination, cooperation, coherence, reciprocity, and mutuality in the exchange with others). Different forms of evaluation are also called for, such as self-reported questionnaires, hetero-reported questionnaires filled out by parents, teachers, or other observers, and tasks involving exposure to role-playing games, scenarios or videos (for a review of these assessment tools, see Cömert et al. 2016 ; Landa 2005 ; Sigafoos et al. 2008 ; Spitzberg 2003 ; van der Vleuten et al. 2019 ). Results from these tools must then be associated with others assessing underlying abilities, such as theory of mind and metacognition.

2.3.2. Institutional and Environmental Support for Development of Communication Skills

Although communication appears to be a key employability skill, the proficiency acquired during studies rarely meets the expectations of employers ( Jackson 2014 ). Communication must therefore become a priority in the training of students, beyond the sectors in which it is already known as essential (e.g., in medicine, nursing, engineering, etc.; Bourke et al. 2021 ; D’Alimonte et al. 2019 ; Peddle et al. 2018 ; Riemer 2007 ), and also through professional development ( Jackson 2014 ). Training programs involving, for example, communication theory classes ( Kruijver et al. 2000 ) and self-assessment tools that can be used in specific situations ( Curtis et al. 2013 ; Rider and Keefer 2006 ) have had convincingly positive results. The literature suggests that interactive approaches in small groups, in which competencies are practiced explicitly in an open and feedback-safe environment, are more effective ( Bourke et al. 2021 ; D’Alimonte et al. 2019 ; AbuSeileek 2012 ; Fryer-Edwards et al. 2006 ). These can take different forms: project-based work, video reviews, simulation or role-play games (see Hathaway et al. 2022 for a review; Schlegel et al. 2012 ). Finally, computer-assisted learning methods can be relevant for establishing a secure framework (especially, for example, when learning another language): anonymity indeed helps to overcome anxiety or social blockages linked to fear of public speaking or showing one’s difficulties ( AbuSeileek 2012 ). Each of these methods tackles one or more dimensions of communication that must then be assessed as such, by means of tools specifically developed and adapted to the contexts in which these skills are expressed (e.g., see the two 4Cs evaluation grids for institutions and for games outlined in Section 4 and Section 5 , below).

2.4. Collaboration

Collaborative problem solving—and more generally, collaboration—has gained increasing attention in national and international assessments (e.g., PISA) as an educational priority encompassing social, emotional, and cognitive skills critical to efficiency, effectiveness, and innovation in the modern global economy ( Graesser et al. 2018 ; OECD 2017 ). Understanding what makes effective collaboration is of crucial importance for professional practice and training ( Détienne et al. 2012 ; Graesser et al. 2018 ), as evidenced by the long line of research on group or team collaboration over the past 40 years (for a review, see e.g., Salas et al. 2004 ; Mathieu et al. 2017 ). Although there is no consensus on a definition of collaboration, scholars often see it as mutual engagement in a coordinated effort to achieve a common goal that involves the sharing of goals, resources, and representations relating to the joint activity of participants; and other important aspects relate to mutual respect, trust, responsibilities, and accountability within situational rules and norms ( Détienne et al. 2012 ).

In the teamwork research literature, skills are commonly described across three classes most often labeled Knowledge, Behavior, and Attitudes (e.g., Cannon-Bowers et al. 1995 ). Knowledge competencies refer to the skills related to elaborating the knowledge content required for the group to process and successfully achieve the task/goal to which they are assigned. Behavior includes skills related to the actualization of actions, coordination, communication, and interactions within the group as well as with any other relevant interlocutors for the task at hand. Note here that effective collaboration involves skills that have also been identified elsewhere as essential competencies, including communication, creativity, and critical thinking. Finally, several attitudes have been evidenced or hypothesized as desirable competencies in the team context, for example, attitude towards teamwork, collective orientation, cohesion/team morale, etc. Another common distinction lies between teamwork and taskwork. Teamwork refers to the collaborative, communicative, or social skills required to coordinate the work within the participants in order to achieve the task, whereas taskwork refers to specific aspects related to solving the task such as using the tools and knowing the procedure, policies, and any other task-related activities ( Salas et al. 2015 ; Graesser et al. 2018 ). Furthermore, collaborative competences can have specific (to a group of people or to a task) and general dimensions (i.e., easily transferable to any group or team situation and to other tasks). For example, skills related to communication, information exchange, conflict management, maintaining attention and motivation, leadership, etc. are present and transferable to a large number of group work situations and tasks (team-generic and task-contingent skills). Other skills can, on the other hand, be more specific to a team or group, such as internal organization, motivation, knowledge of the skills distributed in the team, etc.

2.4.1. Individual Assessment of Collaboration

Assessing collaboration requires capturing the dynamic and multi-level nature of the collaboration process, which is not as easily quantifiable as group/team inputs and outputs (task performance, satisfaction, and changes at group/team and individual level). There are indeed multiple interactions between the context, the collaboration processes, the task processes, and their (various) outcomes ( Détienne et al. 2012 ). The integrative concept of “quality of collaboration” ( Burkhardt et al. 2009 ) encapsulates much of what is currently known about collaborative processes and what constitutes effective collaboration. According to this approach, collaborative processes can be grouped along several dimensions concerning communication processes such as grounding, task-related processes (e.g., exchanges of knowledge relevant for the task at hand), and organization/coordination processes ( Burkhardt et al. 2009 ). Communication processes are most important for ensuring the construction of a common referential within a group of collaborators. Task-related processes relate to how the group resolves the task at hand by sharing and co-elaborating knowledge, by confronting their various perspectives, and by converging toward negotiated solutions. Collaboration also involves group management activities such as: (a) common goal management and coordination activities, e.g., allocation and planning of tasks; (b) meeting/interaction management activities, e.g., ordering and postponing of topics in the meeting. Finally, the ability to pursue reflexive activity, in the sense of reflecting not only on the content of a problem or solution but on one’s collaboration and problem-solving strategies, is critical for the development of the team and supports them in changing and improving their practices. Graesser et al. ( 2018 ) identify collaborative skills based on the combination of these dimensions with a step in the problem-solving process.

A large body of methodology developed to assess collaboration processes and collaborative tools has been focused on quantifying a restricted subset of fine-grained interactions (e.g., number of speakers’ turns; number of words spoken; number of interruptions; amount of grounding questions). This approach has at least two limitations. First, because these categories of analysis are often ad hoc with respect to the considered situation, they are difficult to apply in all situations and make it difficult to compare between studies. Second, quantitative variations of most of these indicators are non-univocal: any increase or decrease of them could signify either an interactive–intensive collaboration or else evidence of major difficulties in establishing and/or maintaining the collaboration ( Détienne et al. 2012 ). Alternatively, qualitative approaches based on multidimensional views of collaboration provide a more elaborated or nuanced view of collaboration and are useful for identifying potential relationships between distinctive dimensions of collaboration and aspects of team performance, in order to identify processes that could be improved. Based on the method of Spada et al. ( 2005 ) in Computer-Supported Collaborative Learning (CSCL) research, Burkhardt et al. ( 2009 ) have proposed a multi-dimensional rating scheme for evaluating the quality of collaboration (QC) in technology-mediated design. QC distinguishes seven dimensions, grouped along five aspects, identified as central for collaboration in a problem-solving task such as design: communication (1, 2), task-oriented processes (3, 4), group-oriented processes (5), symmetry in interaction—an orthogonal dimension—(6), and individual task orientation (7). This method has recently been adapted for use in the context of assessing games as a support to collaborative skills learning.

2.4.2. Institutional and Environmental Support for Development of Collaboration and Collaborative Skills

Support for individuals’ development of collaborative skills provided by institutions and programs can take a variety of forms: (a) through the social impact of the physical structure of the organization, (b) the nature of the work required within the curriculum, (c) content within the curriculum focusing on collaboration and collaborative skills, and (d) the existence and promotion of extracurricular and inter-institutional opportunities for collaboration.

For instance, institutional support for collaboration has taken a variety of forms in various fields such as healthcare, engineering, public participation, and education. Training and education programs such as Interprofessional Education or Team Sciences in the health domain ( World Health Organization 2010 ; Hager et al. 2016 ; O’Carroll et al. 2021 ), Peer-Led Team Learning in chemistry and engineering domains ( Wilson and Varma-Nelson 2016 ), or Collaborative Problem Solving in education ( Peña-López 2017 ; Taddei 2009 ) are notable examples.

Contextual support recently arose from the deployment of online digital media and new mixed realities in the workplace, in the learning environments and in society at large—obviously stimulated and accentuated with the COVID-19 pandemic. This has led many organizations to invest in proposing support for synchronous and asynchronous collaboration (notably remote, between employees, between students and educators or within group members, etc.) in various ways, including the provision of communication hardware and software, computer-supported cooperative work and computer-supported collaborative learning platforms, training and practical guides, etc. Users can collaborate through heterogeneous hybrid collaborative interaction spaces that can be accessed through virtual or augmented reality, but also simple video conferencing or even a voice-only or text-only interface. These new spaces for collaboration are, however, often difficult to use and less satisfactory than face-to-face interactions, suggesting the need for more research on collaborative activities and on how to support them ( Faidley 2018 ; Karl et al. 2022 ; Kemp and Grieve 2014 ; Singh et al. 2022 ; Waizenegger et al. 2020 ).

A substantive body of literature on teams, collaborative learning, and computer-supported technologies provides evidence related to individual, contextual, and technological factors impacting the collaboration quality and efficiency. For example, teacher-based skills that are critical for enhancing collaboration are, among others, the abilities to plan, monitor, support, consolidate, and reflect upon student interaction in group work ( Kaendler et al. 2016 ). Research focuses also on investigating the most relevant tasks and evaluating the possibilities offered by technology to support, to assess (e.g., Nouri et al. 2017 ; Graesser et al. 2018 ), and/or to learn the skills involved in pursuing effective and satisfying collaboration (see e.g., Schneider et al. 2018 ; Doyle 2021 ; Ainsworth and Chounta 2021 ).

3. Labelization: Valorization of the 4Cs and Assessing Support for Their Development

Moving from the nature of the 4Cs and their individual assessment and towards the ways in which institutions can support their development in individuals, we can now address the fundamentally important question of how best to support and promote this 21st century educational mission within and among institutions themselves. This also raises the question of the systemic recognition of educational settings that are conducive to the development of the 4Cs. In response to these questions, the nature and value of labelization is now presented.

A label is “a special mark created by a trusted third party and displayed on a product intended for sale, to certify its origin, to guarantee its quality and to ensure its conformity with the standards of practices in force” ( Renard 2005 ). A label is therefore a way of informing the public about the objective properties and qualities of a product, service, or system. The label is usually easily identifiable and can be seen as a proof that a product or service, a company, or an organization complies with defined criteria. Its effectiveness is therefore closely linked to the choice of requirements set out in its specifications, as well as to the independence and rigor of the body that verifies compliance with the criteria.

3.1. Labeling as a Means of Trust and Differentiation

As a sign of recognition established by a third party, the label or certification can constitute a proof of trust aiming to reassure the final consumer. According to Sutter ( 2005 ), there are different means of signaling trust. First, the brand name of a product or service and its reputation can, in itself, constitute a label when this brand name is recognized on the market. Second, various forms of self-declaration, such as internal company charters, though not statements assessed by a third party, show an internal commitment that can provide reassurance. Finally, there is certification or labeling, which is awarded by an external body and requires a third-party assessment by a qualified expert, according to criteria set out in a specific reference framework. It is this external body, a trusted third party, which guarantees the reliability of the label and constitutes a guarantee of credibility. Its objectivity and impartiality are meant to guarantee that the company, organization, product, or service meets defined quality or reliability criteria ( Jahn et al. 2005 ).

Research on populations around the world (e.g., Amron 2018 ; Sasmita and Suki 2015 ) show that the buying decisions of consumers are heavily influenced by the trust they have in a brand. More specifically, third-party assurances and labelization have been shown to strongly influence customer buying intentions and purchasing behavior (e.g., Kimery and McCord 2002 ; Lee et al. 2004 ). Taking France as an example, research shows that quality certification is seen as “important” or “significant” by 76% of companies ( Chameroy and Veran 2014 ), and decision makers feel more confident and are more willing to invest with the support of third-party approval than if their decision is merely based on the brand’s reputation or its demonstrated level of social responsibility ( Etilé and Teyssier 2016 ). Indeed, French companies with corporate social responsibility labels have been shown to have higher than average growth rates, and the adoption of quality standards is linked with a 7% increase in the share of export turnover ( Restout 2020 ).

3.2. Influence on Choice and Adoption of Goods and Services

Studies diverge in this area, but based on the seminal work of Parkinson ( 1975 ); Chameroy and Veran ( 2014 ), in their research on the effect of labels on willingness to pay, found that in 75% of cases, products with labels are chosen and preferred to those without labels, demonstrating the impact of the label on customer confidence—provided that it is issued by a recognized third party. Thus, brands that have good reputations tend to be preferred over cheaper new brands, because they are more accepted and valued by the individual social network ( Zielke and Dobbelstein 2007 ).

3.3. Process of Labelizing Products and Services

The creation of a label may be the result of a customer or market need, a request from a private sector of activity or from the government. Creating a label involves setting up a working group including stakeholders who are experts in the field, product managers, and a certification body in order to elaborate a reference framework. This is then reviewed by a specialized committee and validated by the stakeholders. The standard includes evaluation criteria that must be clearly defined ( Mourad 2017 ). An audit system is set up by a trusted third party. It must include the drafting of an audit report, a system for making decisions on labeling, and a system for identifying qualified assessors. The validity of the assessment process is reinforced by this double evaluation: a first level of audit carried out by a team of experts according to a clearly defined set of criteria and a second level of decision making assuring that the methodology and the result of the audit are in conformity with the defined reference framework.

3.4. Labelization of 21st Century Skills

The world of education is particularly concerned by the need to develop and assess 21st century skills, because it represents the first link in the chain of skills acquisition, preparing the human resources of tomorrow. One important means of simultaneously offering a reliable, independent assessment of 21st century skills and valorizing them by making them a core target within an educational system (schools, universities, and teaching and training programs of all kinds) is labelization. Two examples of labelization processes related to 21st century skills were recently developed by the International Institute for Competency Development ( 2021 ; see iicd.net; accessed on 20 November 2022) working with international experts, teachers, and researchers from the University of Paris Cité (formerly Université Sorbonne Paris Cité), Oxford University, and AFNOR UK (an accredited certification body and part of AFNOR International, a subsidiary of the AFNOR group, the only standards body in France).

The last two or three decades has seen the simultaneous rise of international ranking systems and an interest in quality assurance and assessment in an increasingly competitive educational market ( Sursock 2021 ). The aim of these labelization frameworks is to assist in the development of “quality culture” in education by offering individual programs, institutions, and systems additional independent, reliable means of benchmarking, charting progress, and distinguishing themselves based on their capacity to support and promote the development of crucial skills. Importantly, the external perspectives provided by such assessment system should be capable of being individually adapted and applied in a manner that can resist becoming rigidly imposed external standards ( Sursock and Vettori 2017 ). Similarly, as we have seen in the literature review, the best approach to understanding and assessing a particular C is from a combination of different levels and perspectives in context. For example, important approaches to critical thinking have been made from educationally, philosophically, and psychologically focused vantage points ( Lai 2011 ). We can also argue that understandings of creativity are also results of different approaches: the major models in the literature (e.g., the “4Ps” and “7Cs” models; see Lubart and Thornhill-Miller 2019 ) explicitly result from and include the objectives of different education-focused, process-focused, and “ingredient” or component-focused approaches.

The two assessment frameworks outlined in the sections that follow were formulated with these different perspectives and objective needs in mind. Given the complexity and very different natures of their respective targets (i.e., one assessing entire formal educational contexts such as institutions or programs, whereas the other targets the less multi-dimensional, informal educational activities represented by games), the assessment of the individual Cs also represents what experts consider a target-appropriate balance of education- and curriculum-focused, process-focused, and component-focused criteria for assessing each different C.

4. The International Institute for Competency Development’s 21st Century Competencies 4Cs Assessment Framework for Institutions and Programs

One comprehensive attempt to operationalize programmatic-level and institutional-level support for the development of the 4Cs is the International Institute for Competency Development’s 4Cs Assessment Framework ( International Institute for Competency Development 2021 ). Based upon expert opinion and a review of the available literature, this evaluation grid is a practical tool that divides each of the 4Cs into three “user-friendly” but topic-covering components (see Table 1 and definitions and further discussion in the sections that follow). Each of these components is then assessed across seven dimensions (see Table 2 , below), designed to cover concisely the pedagogical process and the educational context. Examples for each point level are provided within the evaluation grid in order to offer additional clarity for educational stakeholders and expert assessors.

Three different components of each C in IICD’s 21st Century Skills 4Cs Assessment Framework.

Seven dimensions evaluated for the 3 different components of each C.

* Educational-level dependent and potentially less available for younger students or in some contexts.

The grid itself can be used in several important and different ways by different educational stakeholders: (1) by the institution itself in its self-evaluation and possible preparation for a certification or labelization process, (2) as an explicit list of criteria for external evaluation of the institution and its 4Cs-related programs, and (3) as a potential long-term development targeting tool for the institution or the institution in dialogue with the labelization process.

4.1. Evaluation Grid for Creativity

Dropping the component of “creative person” that is not relevant at the institutional level, this evaluation grid is based on Rhodes’ ( 1961 ) classic “4P” model of creativity, which remains the most concise model today ( Lubart and Thornhill-Miller 2019 ). The three “P” components retained are: creative process , creative environment , and creative product . Creative process refers to the acquisition of a set of tools and techniques that students can use to enhance the creativity of their thinking and work. Creative environment (also called “Press” in earlier literature) is about how the physical and social surroundings of students can help them be more creative. Finally, creative product refers to the evaluation of actual “productions” (e.g., a piece of art, text, speech, etc.) generated through the creative process.

4.2. Evaluation Grid for Critical Thinking

Our evaluation grid divides critical thinking into three main components: critical thinking about the world , critical thinking about oneself (self-reflection), as well as critical action and decision making . The first component refers to having an evidence-based view of the exterior world, notably by identifying and evaluating sources of information and using them to question current understandings and solve problems. Self-reflection refers to thinking critically about one’s own life situation, values, and actions; it presupposes the autonomy of thought and a certain distance as well as the most objective observation possible with regard to one’s own knowledge (“meta-cognition”). The third and final component, critical action and decision making, is about using critical thinking skills more practically in order to make appropriate life decisions as well as to be open to different points of view. This component also addresses soft skills and attitudes such as trusting information.

Our evaluation framework for critical thinking was in part inspired by Barnett’s “curriculum for critical being” (2015), whose model distinguishes two axes: one defined by the qualitative differences in the level of criticality attained and the second comprised of three different domains of application: formal knowledge, the self, and the world. The first two components of our framework (and the seven dimensions on which they are rated) reflect and encompass these three domains. Similar to Barrett’s proposal, our third rubric moves beyond the “skills-plus-dispositions” model of competency implicit in much theorizing about critical thinking and adds the importance of “action”—not just the ability to think critically and the disposition to do so, but the central importance of training and practicing “critical doing” ( Barnett 2015 ). Critical thinking should also be exercised collectively by involving students in collective thinking, facilitating the exchange of ideas and civic engagement ( Huber and Kuncel 2016 ).

4.3. Evaluation Grid for Collaboration

The first component of collaboration skills in the IICD grid is engagement and participation , referring to the active engagement in group work. Perspective taking and openness concerns the flexibility to work with and accommodate other group members and their points of view. The final dimension— social regulation —is about being able to reach for a common goal, notably through compromise and negotiation, as well as being aware of the different types of roles that group members can hold ( Hesse et al. 2015 ; Rusdin and Ali 2019 ; Care et al. 2016 ). (These last two components include elements of leadership, character, and emotional intelligence as sometimes described in other soft-skill and competency-related systems.) Participation, social regulation, and perspective taking have been identified as central social skills in collaborative problem solving ( Hesse et al. 2015 ). Regarding social regulation in this context, recognizing and profiting from group diversity is key ( Graesser et al. 2018 ). When describing an assessment in an educational setting of collaborative problem solving (with a task in which two or more students have to collaborate in order to solve it, each using a different set of resources), two main underpinning skills were described for the assessment: the social skill of audience awareness (“how to adapt one’s own behavior to suit the needs of the task and the partner’s requirements”, Care et al. 2016, p. 258 ) and the cognitive skill of planning and executing (developing a plan to reach for a goal) ( Care et al. 2016 ). The former is included in the perspective taking and openness rubric and the latter in the social regulation component in the IICD grid. Evans ( 2020 ) identified four main collaboration skills consistently mentioned in the scientific literature that are assessed in the IICD grid: the ability to plan and make group decisions (example item from the IICD grid: teachers provide assistance to students to overcome differences and reach a common goal during group work); the ability to communicate about thinking with the group (assessed notably in the meta-reflection strand of the IICD grid); the ability to contribute resources, ideas, and efforts and support group members (included notably in the engagement and participation as well as the social regulation components); and finally, the ability to monitor, reflect, and adapt individual and group processes to benefit the group (example item from the IICD grid: students use perspective-taking tools and techniques in group activities).

4.4. Evaluation Grid for Communication

The evaluation grid for communication is also composed of three dimensions: message formulation, message delivery, and message and communication feedback . Message formulation refers to the ability to design and structure a message to be sent, such as outlining the content of an argument. Message delivery is about effectively transmitting verbal and non-verbal aspects of a message. Finally, message and communication feedback refers to the ability of students and teachers to understand their audience, analyze their social surroundings, and interpret information in context. Other components of communication skills such as theory of mind, empathy, or emotional intelligence are also relevant and included in the process of applying the grid. Thompson ( 2020 ) proposes a four-component operationalized definition of communication for its assessment in students. First, they describe a comprehension strand covering the understanding and selection of adequate information from a range of sources. Message formulation in the IICD grid captures this dimension through its focus on content analysis and generation. Second, the presentation of information and ideas is mentioned in several different modes, adjusted to the intended audience, verbally as well as non-verbally. The message delivery component of the IICD grid focuses on these points. Third, the authors note the importance of communication technology and its advanced use. The IICD grid also covers the importance of technology use in its tools and techniques category, with, for example, an item that reads: students learn to effectively use a variety of formats of communication (social media, make a video, e-mail, letter writing, creating a document). Finally, Thompson ( 2020 ) describes the recognition of cultural and other differences as an important aspect of communication. The IICD grid aims at incorporating these aspects, notably in the meta-reflection category under each of the three dimensions.

5. Assessing the 4Cs in Informal Educational Contexts: The Example of Games

5.1. the 4cs in informal educational contexts.

So far, the focus has been on rather formal ways of nurturing the 4Cs. Although institutions and training programs are perhaps the most significant and necessary avenues of education, they are not the sole context in which 4Cs’ learning and improvement can manifest. One other important potential learning context is game play. Games are activities that are present and participated in throughout human society—by those of all ages, genders, and socio-economic statuses ( Bateson and Martin 2013 ; Huizinga 1949 ; Malaby 2007 ). This informal setting can also provide favorable conditions to help improve the 4Cs ( van Rosmalen et al. 2014 ) and should not be under-appreciated. Games provide a unique environment for learning, as they can foster a space to freely explore possibilities and one’s own potential ( de Freitas 2006 ). We argue that games are a significant potential pathway for the improvement of the 4Cs, and as such, they merit the same attention as more formal ways of learning and developing competencies.

5.2. 4Cs Evaluation Framework for Games

Compared to schools and educational institutions, the focus of IICD’s evaluation framework for games (see International Institute for Competency Development 2021 ) is more narrow. Thus, it is fundamentally different from the institutional grid: games, complex and deep as they can sometimes be, cannot directly be compared to the complexity of a school curriculum and all the programs it contains. The evaluation of a game’s effectiveness for training/improving a given C rests on the following principle: if a game presents affordances conducive to exercising a given skill, engaged playing of that game should help improve that skill.

The game’s evaluation grid is scored based on two criteria. For example, as a part of a game’s rating as a tool for the development of creativity, we determine the game must first meet two conditions. First, whether or not the game allows the opportunity for creativity to manifest itself: if creativity cannot occur in the game, it is obviously not eligible to receive ratings for that C. Second, whether or not creativity is needed in order to perform well in the game: if the players can win or achieve success in the game without needing creativity, this also means it cannot receive a rating for that C. If both conditions are met, however, the game will be considered potentially effective to improve creativity through the practice of certain components of creative behavior. This basic principle applies for all four of the Cs.

As outlined in Table 3 , below, the evaluation grid for each of the four Cs is composed of five components relevant to games that are different for each of the Cs. The grid works as follows: for each of the five components of each C, we evaluate the game on a list of sub-components using two yes/no scales: one for whether it is “possible” for that subcomponent to manifest and one for whether that sub-component is “required for success” in the game. This evaluation is done for all sub-components. After this, each general component is rated on the same two indicators. If 60% (i.e., three out of five) or more sub-components are positively rated as required, the general component is considered required. Then, the game is evaluated on its effectiveness for training and improving each of the 4Cs. If 60% or more components are positively rated as required, the game will be labelized as having the potential to be effective for training and improving the corresponding C.

Five different components evaluated for each C by the 4Cs assessment framework for games.

The evaluation grid for creativity is based on the multivariate model of creative potential (see Section 2.1.1 and Lubart et al. 2013 for more information) and is composed of four cognitive factors and one conative factor: originality , divergent thinking , convergent thinking , mental flexibility , and creative dispositions . Originality refers to the generation of ideas that are novel or unexpected, depending on the context. Divergent thinking corresponds to the generation of multiple ideas or solutions. Convergent thinking refers to the combination of multiple ideas and the selection of the most creative idea. Mental flexibility entails changing perspectives on a given problem and breaking away from initial ideas. Finally, creative dispositions concerns multiple personality-related factors conducive to creativity, such as openness to experience or risk taking.

The evaluation grid for critical thinking echoes Halpern’s ( 1998 ) as well as Marin and Halpern’s ( 2011 ) considerations for teaching this skill, that is, taking into consideration thinking skills, metacognition, and dispositions. The five components of the critical thinking grid are: goal-adequate discernment, objective thinking, metacognition, elaborate reasoning, and uncertainty management. Goal-adequate discernment entails the formulation of inferences and the discernment of contradictions when faced with a problem. Objective thinking corresponds to the suspension of one’s own judgment and the analysis of affirmations and sources in the most objective manner possible. Metacognition, here, is about questioning and reassessing information, as well as the awareness of one’s own cognitive biases. Elaborate reasoning entails reasoning in a way that is cautious, thorough, and serious. Finally, uncertainty management refers to the dispositional propensity to tolerate ambiguity and accept doubt.

The evaluation grid for collaboration is based on the quality of collaboration (QC) method ( Burkhardt et al. 2009 ; see Section 2.4.2 for more details) and is composed of the following five components: collaboration fluidity, well-argued deliberation and consensus-based decision, balance of contribution, organization and coordination, and cognitive syncing, input, and support. Collaboration fluidity entails the absence of speech overlap and the presence of a good flow in terms of turns to speak. Well-argued deliberation and consensus-based decision is about contributing to the discussion and task at hand, as well as participating in discussions and arguments, in order to obtain a consensus. Balance of contribution refers to having equal or equivalent contributions to organization, coordination, and decision making. Organization and coordination refers to effective management of roles, time, and “deadlines”, as well as the attribution of roles depending on participants’ skills. Finally, cognitive syncing, input, and support is about bringing ideas and resources to the group, as well as supporting and reinforcing other members of the group.

The five components used to evaluate communication in games include both linguistic, pragmatic, and social aspects. Linguistic skills per se are captured by the mastery of written and spoken language component. This component assesses language comprehension and the appropriate use of vocabulary. Pragmatic skills are captured by the verbal and non-verbal communication components and refer to the efficient use of verbal and body signals in the context of the game to achieve one’s communicative goals ( Grassmann 2014 ; Matthews 2014 ). Finally, the grid also evaluates social skills with its two last components, social interactions and social cognition, which, respectively, refer to the ability to interact with others appropriately—including by complying with the rules of the game—and to the understanding of other people’ mental states ( Tomasello 2005 ).

6. Discussion and Conclusions

Each of the 4Cs is a broad, multi-faceted concept that is the subject of a tremendous amount of research and discussion by a wide range of stakeholders in different disciplines, professions, and parts of the educational establishment. The development of evaluation frameworks to allow support for the 4Cs to be assessed and publicly recognized, using a label, is an important step for promoting and fostering these skills in educational contexts. As illustrated by IICD’s 4Cs Framework for educational institutions and programs, as well as its games/activities evaluation grid, the specific criteria to detect support for each C can vary depending upon the educational context (e.g., formal and institutional level or informal and at the activity level). Yet considering the 4Cs together highlights some additional observations, current challenges, and opportunities for the future that are worthy of discussion.

6.1. Interrelationships between the 4Cs and a New Model for Use in Pedagogy and Policy Promotion

One very important issue for understanding the 4Cs and their educational implementation that can be simultaneously a help and a hindrance for teaching them—and also a challenge when assessing them—is their multidimensionality and interrelatedness. In other words, the 4Cs are not entirely separate entities but instead, as Figure 2 shows, should be seen as four interlinked basic “elements” for future-oriented education that can help individuals in their learning process and, together, synergistically “bootstrap” the development of their cognitive potentials. Lamri and Lubart ( 2021 ), for example, found a certain base level of creativity was a necessary but not sufficient condition for success in managerial tasks, but that high-level performance required a combination of all four Cs. Some thinkers have argued that one cannot be creative without critical thinking, which also requires creativity, for example, to come up with alternative arguments (see Paul and Elder 2006 ). Similarly, among many other interrelationships, there is no collaboration without communication—and even ostensibly individual creativity is a “collaboration” of sorts with the general culture and precursors in a given field. As a result, it ranges from impossible to suboptimal to teach (or teach towards) one of the 4Cs without involving one or more of the others, and this commingling also underscores the genuine need and appropriateness of assessing them together.

“‘Crea-Critical-Collab-ication’: a Dynamic Interactionist Model of the 4Cs”. (Illustration of the interplay and interpenetration of creativity, critical thinking, collaboration, and communication shown in dimensional space according to their differing cognitive/individual vs. social/interpersonal emphases; (© 2023, Branden Thornhill-Miller. All Rights Reserved. thornhill-miller.com; accessed on 20 January 2023)).

From this perspective, Thornhill-Miller ( 2021 ) proposed a “dynamic interactionist model of the 4Cs” and their interrelated contributions to the future of education and work. Presented in Figure 2 , this model is meant to serve as a visual and conceptual aid for understanding the 4Cs and their interrelationships, thereby also promoting better use and understanding of them in pedagogical and policy settings. In addition to suggesting the portmanteau of “crea-critical thinking” as a new term to describe the overlap of much of the creative and critical thinking processes, the title of this model, “Crea-Critical-Collab-ication”, is a verbal representation of the fluid four-way interrelationship between the 4Cs visually represented in Figure 2 (a title meant to playfully repackage the 4Cs for important pedagogical and policy uses). This model goes further to suggest some dimensional differences in emphases that, roughly speaking, also often exist among the 4Cs: that is to say, the frequently greater emphasis on cognitive or individual elements at play in creativity and critical thinking in comparison to the social and interpersonal aspects more central to communication and collaboration ( Thornhill-Miller 2021 ).

Similarly focused on the need to promote a phase change towards future-oriented education, Lucas ( 2019 ) and colleagues have suggested conflating creative thinking and critical thinking in order to propose “3Cs” (creative thinking, communication, and collaboration) as new “foundational literacies” to symmetrically add to the 3Rs (Reading, wRiting, and aRithmetic) of previous educational eras. Although we applaud these efforts, from our applied research perspective, we believe that the individual importance of, and distinct differences between, creative thinking and critical thinking support preserving them both as separate constructs in order to encourage the greatest development of each of them. Moreover, if only three categories were somehow required or preferable, one could argue that uniting communication and collaboration (as “collab-ication” suggests) might be preferable—particularly also given the fact that substantial aspects of communication are already covered within the 3Rs. In any case, we look forward to more such innovations and collaborations in this vibrant and important area of work at the crossroads between research, pedagogy, and policy development.

6.2. Limitations and Future Work

The rich literature in each of the 4Cs domains shows the positive effects of integrating these dimensions into educational and professional curricula. At the same time, the complexity of their definitions makes them difficult to assess, both in terms of reliability (assessment must not vary from one measurement to another) and of validity (tests must measure that which they are intended to measure). However, applied research in this area is becoming increasingly rigorous, with a growing capacity to provide the necessary tools for evidence-based practice. The development of these practices should involve interdisciplinary teams of teachers and other educational practitioners who are equipped and trained accordingly. Similarly, on the research side, further exploration and clarification of subcomponents of the 4Cs and other related skills will be important. Recent efforts to clarify the conceptual overlap and hierarchical relations of soft skills for the future of education and work, for example, have been helpful and promising (e.g., Joie-La Marle et al. 2022 ; Lamri et al. 2022 ). But the most definitive sort of taxonomy and measurement model that we are currently lacking might only be established based on the large-scale administration of a comprehensive battery of skill-measuring psychometric tests on appropriate cross sections of society.

The rapid development and integration of new technologies will also aid and change the contexts, resources, and implementation of the 4Cs. For example, the recent developments make it clear that the 4Cs will be enhanced and changed by interaction with artificially intelligence, even as 4Cs-related skills will probably, for the same reason, increasingly constitute the core of available human work in the future (see, e.g., Ross 2018 ). Similarly, research on virtual reality and creativity suggest that VR environments assist and expand individual and collaborative creativity ( Bourgeois-Bougrine et al. 2022 ). Because VR technologies offer the possibility of enhanced and materially enriched communication, collaboration, and information availability, they not only allow for the enhancement of creativity techniques but also for similar expansions and improvements on almost all forms of human activity (see Thornhill-Miller and Dupont 2016 )—including the other three Cs.

6.3. Conclusion: Labelization of the 4Cs and the Future of Education and Work

Traditional educational approaches cannot meet the educational needs of our emergent societies if they do not teach, promote, and assess in line with the new learner characteristics and contexts of the 21st century ( Sahin 2009 ). The sort of future-oriented change and development required by this shift in institutional practices, programming, and structure will likely meet with significant resistance from comfortably entrenched (and often outdated) segments of traditional educational and training establishments. Additional external evaluation and monitoring is rarely welcome by workers in any context. We believe, however, that top-down processes from the innovative and competition-conscious administrative levels will be met by bottom-up demands from students and education consumers to support these institutional changes. And we contend that efforts such as labelizing 4C processes will serve to push educators and institutions towards more relevant offerings, oriented towards the future of work and helping build a more successful future for all.

In the end, the 4Cs framework seems to be a manageable, focused model for modernizing education, and one worthy of its growing prevalence in the educational and research marketplace for a number of reasons. These reasons include the complexity and cumbersome nature of larger alternative systems and the 4Cs’ persuasive presence at the core of a number of early and industry-driven frameworks. In addition, the 4Cs have benefitted from their subsequent promotion by organizations such as the OECD and the World Economic Forum, as well as some more direct support from recent empirical research. The promotion, teaching, and assessment of the 4Cs will require a complex social intervention and mobilization of educational resources—a major shift in pedagogy and institutional structures. Yet the same evolving digital technologies that have largely caused the need for these massive, rapid changes can also assist in the implementation of solutions ( van Laar et al. 2017 ). To the extent that future research also converges on such a model (that has already been found pedagogically useful and policy-friendly by so many individuals and organizations), the 4Cs framework has the potential to become a manageable core for 21st century skills and the future of education and work—one that stakeholders with various agendas can already begin building on for a better educational and economic future together.

Funding Statement

This research received no external funding.

Author Contributions

Conceptualization, B.T.-M. and T.L.; writing—original draft preparation, B.T.-M., A.C., M.M., J.-M.B., T.M., S.B.-B., S.E.H., F.V., M.A.-L., C.F., D.S., F.M.; writing—review and editing, B.T.-M., A.C., T.L., J.-M.B., C.F.; visualization, B.T.-M.; supervision, B.T.-M., T.L.; project administration, B.T.-M., T.L. All authors have read and agreed to the published version of the manuscript.

Institutional Review Board Statement

Not applicable.

Informed Consent Statement

Data availability statement, conflicts of interest.

B.T.-M. and T.L. are unpaid academic co-founder and project collaborator for the International Institute for Competency Development, whose labelization frameworks (developed in cooperation with Afnor International and the LaPEA lab of Université Paris Cité and Université Gustave Eiffel) are used as examples in this review. S.E.H. and M.A.-L. are employees of AFNOR International. No funding was received to support this research or article, which reflects the views of the scientists and researchers and not their organizations or companies.

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10 Critical Thinking Team Building Activities for Work

Are you looking for some critical thinking team building activities ?

Employees who can think critically and solve complex problems are valuable assets to any company. With this skill, they can objectively analyze data and make informed decisions.

This will ease your job as a leader, right?

In this article, let’s see 10 critical thinking activities for your employees.

What are the Main Benefits of Critical Thinking in the Workplace?

Critical thinking helps employees to assess situations accurately and make sound decisions. When it is incorporated into the workplace, it can help teams become more collaborative and productive. Moreover, they can think strategically under pressure.

Here are 10 activities that will help your teams develop their critical thinking skills:

#1. Debate It Out

This activity requires teams to debate a controversial topic and come to a consensus.

Time: You decide

Materials: None

Participants: 3-10 people per group

Instructions

• Break the participants into small groups and assign each group a controversial topic to debate.

• Give them some time to research their topics and discuss possible arguments.

• During the debate, encourage all group members to participate and cooperate while developing their arguments.

• Finally, each group should come up with a consensus.

Discuss how the groups reach a consensus. Ask them how they overcame disagreements to come to an agreement.

#2. The Challenge Quest

This activity requires employees to answer questions and solve puzzles to reach a common goal.

Materials: Questions, puzzles, and clues about the given subject.

Participants: 3-10 people in a team

• Break the participants into teams and give each one a set of questions, puzzles, and clues related to a given topic. For example, the topic could be sustainability in the workplace.

• Give the teams time to discuss and answer each question or puzzle.

• Once they’ve answered all the questions, they must come up with a plan to reach a common goal.

During the debrief, see how each team worked together and what strategies they used to solve the puzzles. Encourage them to think strategically and in an orderly manner.

#3. Fishbowl

This team building activity requires employees to come up with solutions to a given problem.

Materials: Questions, topics, and discussion prompts

Participants: 5-15 people per group

• Choose a person to be in the center of the circle that everyone else can see. Everyone else stands around them in a circle.

• Ask the group a question or provide a discussion prompt, and allow the person in the center to begin discussing their thoughts.

• Everyone else takes turns providing input and suggestions, helping the individual in the center reach a solution or conclusion.

Discuss how the group worked together to come up with ideas and solutions. Talk about what strategies were used, how people communicated, and any key points that came up during the discussion.

#4. Elimination Match

This exercise requires employees to use their strategic planning skills. Here groups must complete tasks quickly in order to win the game.

Time: 15-30 minutes

Materials: Cards with various tasks, such as creating a budget or developing a marketing plan

Participants: 5-10 people divided into teams of 2-3

• Ask teams to pick one card from the deck and assign each team the task indicated.

• Give them some time to complete their tasks.

• After the time is up, ask each team to present their results.

• Award points to the teams based on how well they completed the task, and choose the winner!

Discuss how each group planned and worked together to complete the task. Also, talk about the importance of thinking critically and strategically under pressure.

#5. Quick Brainstorming

In this activity, employees must quickly brainstorm ideas in order to come up with solutions.

Time: 5 minutes

Materials: Problem and discussion prompts

Participants: 4-10 people per team

• Initially, present a problem to the group. Next, give them 2-3 minutes to brainstorm as many solutions as possible.

• Have each team present their ideas.

• Ask the teams to discuss each solution and vote on the best one.

Have employees reflect on the ideas that were generated during the activity. Discuss how open and honest communication can help groups come up with creative solutions in a short amount of time.

#6. Creative Writing

This team building exercise encourages employees to think creatively while crafting a story.

Materials: Story prompts and writing utensils

Participants: 4-10 people in a group

• Give each group a short story or scenario to work with.

• Have the groups discuss potential plot points, character traits, and other creative aspects of the story.

• Each group should write the completed story collaboratively.

Evaluate the effectiveness of teamwork and recognize any biases or patterns noticed while writing the stories. Talk about how important it is to communicate openly and consider different perspectives while solving problems.

#7. The Exchange

This exercise requires teams to work together by exchanging and reallocating items.

Time: 10-20 minutes

Materials: Any items needed to complete the task such as cards, balls, puzzles, etc.

Participants: At least two teams of any size

• Give each team a different task to complete. For example, building the highest tower or creating the most complex puzzle.

• Provide a set of items to each team.

• Allow them to exchange items with the other teams until they have created their final product.

Evaluate the team members’ problem-solving abilities and recognize any biases that may have impacted their decisions. Also, assess what they learned about communication and collaboration during the exercise. ​​​ ​​

#8. Idea Generation Game

This team building activity encourages groups to think creatively by generating ideas for a particular challenge.

Time: 5-10 minutes

Materials: Any items needed to complete the task such as construction paper, tape, scissors, etc.

Participants: 3-10 members in a team

• Assign each team a set of items and ask them to come up with an innovative idea or invention using the materials provided.

• Encourage them to brainstorm and generate ideas with their team members.

• Allow each team to create prototypes or models of their idea if desired.

Evaluate the creative problem-solving skills displayed by team members. Also, identify any potential areas for improvement.​​ ​​

#9. The Case Study

This activity encourages employees to collaborate and think critically in order to solve a case study.

Materials: Case study, research materials, and discussion prompts

Participants: Any number of members per group

• Present the groups with a case study that requires critical thinking to solve.

• Provide them with research materials and discussion prompts to come up with solutions.

• Each group should present their findings and solutions to the other groups.

Assess how well the teams worked together, and evaluate their strategies for problem-solving. Also, discuss which solution was the most effective.​​​ ​​​ ​​

#10. Desert Survival

This exercise encourages employees to work together and think critically in order to survive in the desert.

Materials: A list of items, paper, and pen

Participants: Teams of 3-8 members

• Each team should assume that they are stuck in a desert. Their goal is to come up with solutions for survival.

• Now, provide a list of 10 items to each team. Some of the items can be food, shelter, water, etc.

• Instruct them to choose five items from the list that they value the most.

• After a few minutes, ask each team to present their solution.

• Award points to the teams based on how effectively they used the items to survive.

Discuss how the teams used their problem solving skills to come up with solutions and ask them what other strategies they could have used in this situation. Also, talk about the importance of being able to think critically and strategically under pressure.

Want Unique Team Building Exercises?

If you want some unique team building exercises for your employees, you can get my new e-book:

The Busy Leader’s Guide of Unique Team Building Activities: 30 Fully Customizable Exercises That You Can Conduct with Any Group of Employees, Anywhere

Or Want Some Unique Leadership Development Activities?

If you want some unique activities to equip your employees with leadership skills, qualities, and mindset, you can get my new e-book:

The Empowering Guide of Unique Leadership Development Activities: 100 Fully Customizable Exercises That You Can Conduct with Any Group of Employees, Anywhere

Final Words

Teams can enhance their critical thinking skills by taking part in the above-mentioned activities in a fun and collaborative environment. Since everyone has varying viewpoints, you must exercise patience and respect while exchanging ideas. Finally, conducting a debrief after each activity is essential to help everyone gain insight from the experience and incorporate it into future scenarios.

FAQ: Critical Thinking Team Building Activities

You might have these questions in mind.

What are critical thinking activities?

These are exercises that can help your teams to think outside the box and solve complex problems. They will help your employees work under pressure and make the right decisions.

What are some critical thinking 5-minute team building activities?

Some 5-minute activities that can help your employees think critically are Idea Generation Game, Quick Brainstorming, and The Challenge Quest.

How does improving critical thinking skills increase workplace performance?

Having good critical thinking skills helps employees think strategically and analyze data efficiently. They also become better problem solvers and are able to generate innovative solutions more quickly. All of this helps to improve overall workplace performance and productivity.

Like this article on “10 Critical Thinking Team Building Activities for Work”? Feel free to share your thoughts.

10 Team-Building Games That Promote Critical Thinking

Begin a story that incorporates whatever happens to be on your assigned photo. The next student continues the story, incorporating their photo, and so on.

What Are The Best Team-Building Games For Promoting Critical Thinking?

by TeachThought Staff

One of education’s primary goals is to groom the next generation of little humans to succeed in the ‘real world.’

Yes, there are mounds of curricula they must master in a wide breadth of subjects, but education does not begin and end with a textbook or test.

Other skills must be honed, too, not the least of which is how to get along with their peers and work well with others. This is not something that can be cultivated through rote memorization or with strategically placed posters.

Students must be engaged and cooperation must be practiced, and often. The following team-building games can promote cooperation and communication, help establish a positive classroom environment and — most importantly — provide a fun, much-needed reprieve from routine.

See also Team-Building Games For The First Day Of School

10 Team-Building Games That Promote Collaborative Critical Thinking

You can purchase a classroom-ready version of team-building games that promote critical thinking here .

1. If You Build it…

This team-building game is flexible. First, divide students into teams and give them equal amounts of a certain material, like pipe cleaners, blocks, or even dried spaghetti and marshmallows.

Then, give them something to construct. The challenge can be variable (think: Which team can build the tallest, structurally-sound castle? Which team can build a castle the fastest?). You can recycle this activity throughout the year by adapting the challenge or materials to specific content areas.

Skills: Communication; problem-solving

2.  Save the Egg

This activity can get messy and may be suitable for older children who can follow safety guidelines when working with raw eggs. Teams must work together to find a way to ‘save’ the egg (Humpty Dumpty for elementary school students?) — in this case, an egg dropped from a specific height. That could involve finding the perfect soft landing, or creating a device that guides the egg safely to the ground.

Let their creativity work here.

Skills: Problem-solving, creative collaboration

Zoom is a classic classroom cooperative game that never seems to go out of style. Simply form students into a circle and give each a unique picture of an object, animal, or whatever else suits your fancy. You begin a story that incorporates whatever happens to be on your assigned photo. The next student continues the story, incorporating their photo, and so on.

Skills: Communication; creative collaboration

4. Minefield

Another classic team-building game. Arrange some sort of obstacle course and divide students into teams. Students take turns navigating the ‘minefield’ while blindfolded, with only their teammates to guide them. You can also require students to only use certain words or clues to make it challenging or content-area specific.

Skills: Communication; trust

See also 10 Team-Building Games For A Friendlier Classroom

5. The Worst-Case Scenario

Fabricate a scenario in which students would need to work together and solve problems to succeed, like being stranded on a deserted island or getting lost at sea. Ask them to work together to concoct a solution that ensures everyone arrives safely. You might ask them to come up with a list of 10 must-have items that would help them most, or a creative passage to safety. Encourage them to vote — everyone must agree to the final solution.

Skills: Communication, problem-solving

6. A Shrinking Vessel

This game requires a good deal of strategy in addition to teamwork. Its rules are deceptively simple: The entire group must find a way to occupy a space that shrinks over time until they are packed creatively like sardines. You can form the boundary with a rope, a tarp or blanket being folded over, or small traffic cones. (Skills: Problem-solving; teamwork)

7. Go for Gold

This game is similar to the ‘If you build it’ game: Teams have a common objective but instead of each one having the same materials, they have access to a whole cache of materials. For instance, the goal might be to create a contraption with pipes, rubber tubing, and pieces of cardboard that can carry a marble from point A to point B in a certain number of steps, using only gravity.

Creative collaboration; communication; problem-solving

8. It’s a Mystery

Many children (and grown-ups) enjoy a good mystery, so why not design one that must be solved cooperatively? Give each student a numbered clue. In order to solve the mystery — say, the case of the missing mascot — children must work together to solve the clues in order. The ‘case’ might require them to move from one area of the room to the next, uncovering more clues.

Skills: Problem-solving, communication

9.  4-Way Tug-of-War 

That playground classic is still a hit — not to mention inexpensive and simple to execute. For a unique variation, set up a multi-directional game by tying ropes in such a way that three or four teams tug at once. Some teams might choose to work together to eliminate the other groups before going head-to-head.

Skills: Teamwork; sportsmanship

10. Keep it Real

This open-ended concept is simple and serves as an excellent segue into problem-based learning. Challenge students to identify and cooperatively solve a real problem in their schools or communities. You may set the parameters, including a time limit, materials, and physical boundaries.

Skills: Problem-solving; communication

While education technology is a basic and crucial component of the 21st-century classroom, educators must still ensure that students are engaging with each other in meaningful ways. Team-building exercises are a great way to do this, and because of this, they will never go out of style.

Aimee Hosler is a writer and mother of two living in Virginia. She specializes in a number of topics, but is particularly passionate about education and workplace news and trends. She holds a B.S. in Journalism from California Polytechnic State University in San Luis Obispo and is a contributor to several websites including OnlineSchools.com; 10 Team-Building Games For Kids, Teenagers, or Adults

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25 Top Teamwork Skills for Workplace Success

By: Michael Alexis | Updated: April 17, 2024

You found our list of teamwork skills for work.

Teamwork skills are abilities that help folks work well with others to achieve common goals. For example, these skills include effective communication and problem-solving abilities. The purpose of these skills is to help colleagues work together effectively. These skills are also known as “collaboration skills” and “high-performance team skills.”

These teamwork skills for work are similar to good team player characteristics ,  collaboration skills , and team building skills .

This list includes:

• most important teamwork skills
• effective teamwork skills
• essential teamwork skills
• skills for collaboration
• ways to improve team skills

Let’s get to it!

List of teamwork skills for work

From communication to clear feedback, here is our list of the best skills that improve teamwork.

1. Communication

Effective teamwork depends a lot on good communication. Strong communication means sharing ideas, information, and feedback among team members. With these techniques, workers can work together toward common goals. It is important to speak clearly, listen actively, and handle disagreements in a positive way. When team members understand each other, trust each other, and cooperate, it makes work more successful. To build strong teams, colleagues must practice active listening, speak clearly, and have open conversations.

Learn internal communication tips .

2. Reliability

Reliability is essential in teamwork. When workers are reliable, they show up consistently, meet deadlines, and provide quality work. Reliable employees can count on each other, building trust. Being reliable demonstrates accountability, reinforces team integrity, and boosts overall productivity. This skill is vital for teamwork in any professional setting.

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3. Active Listening

Active listening involves fully engaging with and understanding others during conversations. These listeners give colleagues their complete attention, maintain eye contact, and do not interrupt. These employees also show empathy by acknowledging and validating the speaker’s feelings.

This skill fosters trust, strengthens relationships, and enhances collaboration within a team. Through active listening, individuals gather information, identify concerns, and generate innovative solutions together. Developing active listening skills is crucial for effective teamwork in the workplace.

Check out these active listening activities .

Respecting others is one of the top skills for collaboration. Respect means valuing and appreciating what others bring to the table. Workers with this skill appreciate their colleagues’ ideas, perspectives, and contributions. When team members have respect for each other, it creates a positive work environment.

Respectful communication helps team members collaborate effectively. This communication style encourages open dialogue, which leads to better problem-solving and decision-making. Respecting boundaries and embracing diversity also promotes a sense of belonging. By practicing respect in the workplace, individuals can build stronger relationships.

Browse these quotes about respect and teamwork .

5. Problem-Solving

Problem-solving is a crucial team skill. Employees who are able to address issues logically and effectively add value to their team. Workers with good problem-solving skills can assess scenarios and come up with innovative solutions. Further, these individuals can resolve issues quickly and efficiently. Promoting open communication will ensure collective problem-solving and success.

Here is a list of books about problem-solving .

6. Leadership

Leadership is one of the most important teamwork skills. Effective leaders can inspire and guide their teams to success. These workers can clearly express their goals and expectations. Moreover, leaders excel at assigning tasks, identifying individual strengths, and promoting collaboration. By being a positive role model and offering guidance, leaders help their teams achieve their maximum potential. In the end, strong leadership creates a united and efficient work environment.

Here are more key leadership skills .

7. Creativity

Creativity has great value in the workplace. This skill helps individuals think innovatively, generate ideas, and find solutions. In a team environment, creativity promotes collaboration and inspires different viewpoints. By encouraging creative thinking, teams can develop new approaches to challenges. Being creative also fosters innovation within the organization. Embracing creativity can improve productivity, engage employees, and boost workplace success.

Browse these quotes about creativity .

8. Helpfulness

Being helpful is one of the most essential teamwork skills. This asset can contribute to a productive work environment. Helpfulness means willingly offering assistance to colleagues. Workers could provide guidance, share knowledge, or lend a hand. When team members are helpful, they foster collaboration and build positive relationships. These bonds lead to increased efficiency and effectiveness. Plus, having helpful workers creates a supportive atmosphere where the whole team feels valued and supported. Ultimately, helpfulness promotes unity and enhances overall team performance.

9. Flexibility

Being flexible is an important skill for teamwork. Flexible employees can adapt to changes in tasks, roles, and circumstances. A flexible team member can easily take on new responsibilities and handle unexpected challenges. This skill helps teams achieve their goals. Additionally, flexibility promotes collaboration and open-mindedness. Ultimately, being flexible improves teamwork and contributes to the team’s overall success.

10. Decision-Making

Making decisions is a vital skill in teamwork. Good decision-making involves analyzing information and choosing what matches the team’s goals. Workers must use critical thinking and weigh the pros and cons of each option. By making informed choices, teams can handle challenges and take advantage of opportunities.

Further, thoughtful decision-makers can balance taking their time with being decisive when needed. Open communication and input from team members can also improve the decision-making process. In the end, strong decision-making skills contribute to efficient teamwork and positive results.

Here is a list of decision-making books .

11. Responsibility

Responsibility is an important skill for teamwork. Responsible workers take ownership of their actions and are accountable for assigned tasks. These team members meet deadlines, fulfill commitments, and deliver quality work. This skill builds trust and reliability within the team, creating a positive work environment. By embracing responsibility, individuals show their commitment to the team’s success. Taking responsibility also promotes personal growth and development.

12. Organization

Being organized is a crucial skill for teamwork in the workplace. Organization involves managing time, resources, and tasks effectively. This planning ensures a smooth workflow and high productivity. Organized team members can prioritize their responsibilities, set realistic goals, and meet deadlines.

By keeping schedules, documents, and information in order, teams can reduce confusion and avoid mistakes. Additionally, being organized promotes efficiency by improving processes and reducing wasted time. Strong organizational skills benefit individuals and contribute to the team’s overall success.

13. Positive Attitude

Maintaining a positive attitude is crucial for effective teamwork. When individuals have a positive mindset, they approach challenges with optimism. Further, these workers stay positive in the face of challenges. This attitude boosts individual morale and motivates others. A positive attitude supports better communication, collaboration, and problem-solving within a team. Being positive also creates an environment where members can share ideas and resolve conflict. Embracing positivity contributes to a successful team dynamic.

Learn how to create a positive workplace .

14. Accountability

Accountability is among the top collaboration skills. Accountable workers take responsibility for their actions, decisions, and results. When team members are accountable, they complete their tasks and achieve outcomes. This behavior builds trust and dependability within the team. Additionally, accountability creates an environment where individuals hold themselves responsible for meeting objectives. By practicing accountability, teams can succeed by ensuring the whole team contributes.

15. Cooperation

Working together toward a common goal is an essential skill in the workplace. Cooperation involves effective communication, active listening, and contributing ideas and expertise. This skill fosters a positive work environment, builds trust, and enhances productivity. Collaboration and cooperation are closely linked. Both skills allow teams to appreciate diverse perspectives and skills. By practicing cooperation, you can strengthen professional relationships and achieve success.

Here are ways to improve cooperation at work .

16. Adaptability

Adaptability is important for teamwork in the workplace. Employees with this skill can adjust and succeed during changing situations. These workers thrive when starting a new project, working with different colleagues, or facing challenges. Being adaptable helps individuals and teams stay productive and effective in any situation. Adaptable individuals are open-minded, flexible, and willing to accept new ideas. By developing adaptability, teams can quickly react to changes and develop creative solutions to problems. Adaptability promotes resilience, growth, and success at work.

17. Project Management

Project management is a pivotal teamwork skill. Managing projects involves overseeing tasks, managing resources, and aligning team goals. A good project manager maintains the workflow and fosters a positive working environment. Further, these workers ensure they distribute tasks equally to encourage proper execution. This skill contributes significantly to a productive and harmonious team environment.

Read more about project management skills .

18. Conflict Resolution

Leaders interested in ways to improve team skills should focus on conflict resolution. This behavior is the ability to handle disputes and disagreements constructively. Resolving conflicts successfully requires empathy, active listening, and problem-solving abilities. Proper resolution can increase trust among team members, fostering a healthier work environment.

Check out these conflict resolution activities .

19. Cultural Understanding

Cultural understanding is a valuable skill for teamwork in the workplace. Workers with this skill are able to understand, appreciate, and work well with colleagues from different cultures. In today’s globalized world, workplaces are becoming more diverse. By developing cultural understanding, team members can improve collaboration. This skill helps prevent misunderstandings and promote inclusivity at work. Ultimately, cultural understanding promotes diversity and makes team members feel more comfortable.

In that same spirit, here is a list of inclusion moment ideas .

20. Motivation

Motivation is one of the most important parts of effective teamwork in the workplace. Motivated employees have the determination and enthusiasm to accomplish goals. These members often take initiative, put in effort, and maintain a positive mindset. Further, these employees inspire others and contribute to a productive work setting.

Leaders can encourage motivation by clearly communicating objectives and recognizing accomplishments. Management can also offer growth prospects and foster a supportive environment.

Browse this list of employee motivation tips .

21. Celebrating Successes

Celebrating successes means recognizing and acknowledging workplace achievements. Teams can express appreciation for individual and team efforts, whether big or small. Folks should also highlight the positive outcomes of their work. Celebrating successes boosts morale, motivates team members, and fosters a sense of pride and accomplishment. This behavior reinforces teamwork and encourages continued effort toward achieving goals.

For example, here are some ways to celebrate job promotions .

22. Constructive Feedback

Constructive feedback involves providing helpful and supportive input to help folks achieve better results. This feedback focuses on specific behaviors, actions, or outcomes. Leaders should offer suggestions for improvement respectfully and constructively. Constructive feedback promotes growth, learning, and development. On the flip side, it is important for workers to understand how to receive constructive feedback. Respecting and implementing feedback can make employees better team players.

Read more about giving constructive feedback .

23. Delegation

Delegation is the process of assigning tasks or responsibilities to others. Folks who delegate a task also retain accountability for the outcome. This process involves identifying the right tasks for delegation. Then, leaders should select the right individual or team to perform the task. Finally, delegators should provide clear instructions and support to ensure success. Delegation allows leaders to use the skills and strengths of their team members. This process encourages leaders to get to know their teams. Further, teams will have more opportunities to work together and learn new skills.

24. Time Management

Time management involves planning, organizing, and prioritizing tasks and activities. Folks with strong time management skills set clear goals and objectives. These team members break tasks down into manageable steps and use their time to meet deadlines. Time management skills help folks avoid procrastination, minimize distractions, and maximize their resources. By managing time effectively, individuals can complete tasks on time and improve team performance.

Brush up on more time management tips .

25. Empathy

Empathy is the ability to understand and share the feelings and experiences of others. Empathetic colleagues listen actively, show compassion, and care about others. Empathy fosters strong relationships, trust, and collaboration. This skill creates a sense of connection and mutual understanding. In the workplace, empathy helps build rapport with colleagues, resolve conflicts, and enhance teamwork and communication. This ability also promotes inclusivity, respect, and a supportive work environment.

Here are more ways to show empathy at work .

Final Thoughts

Honing teamwork skills is essential in today’s collaborative workplaces. These skills can significantly improve workers’ ability to work in an office. Employees with these abilities improve productivity and create a supportive environment. Success at the workplace is often the result of many hands working together toward a common goal.

Next, check out our posts on collaboration definitions , ways to improve teamwork , and songs about teamwork .

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FAQ: Teamwork skills for work

Here are frequently asked questions about teamwork skills for work.

What are the most important teamwork skills?

The most important teamwork skills include effective communication, active listening, and respect for others’ ideas and perspectives.

How can you improve your teamwork skills?

You can improve your teamwork skills through regular practice in group settings. Feedback from peers and superiors can also be helpful. Finally, participating in team building activities or workshops can enhance collaboration.

What is the role of communication in effective teamwork?

Communication plays a crucial role in effective teamwork. Clear communication means all members understand their roles and responsibilities. Plus, this skill helps prevent misunderstandings or conflicts.

How does leadership affect teamwork in the workspace?

Leadership affects teamwork by encouraging collaboration. A good leader creates an environment where every member feels valued and encouraged to contribute their ideas freely.

How do you use teamwork skills at the office?

You can use teamwork skills at the office by participating in team discussions, respecting and valuing the ideas of others, and taking responsibility for your tasks.

Author: Michael Alexis

CEO at teambuilding.com. I write about my experience working with and leading remote teams since 2010.

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• Open access
• Published: 31 August 2024

Development and validation of a higher-order thinking skills (HOTS) scale for major students in the interior design discipline for blended learning

• Dandan Li 1 ,
• Xiaolei Fan 2 &
• Lingchao Meng 3  

Scientific Reports volume  14 , Article number:  20287 ( 2024 ) Cite this article

Metrics details

• Environmental social sciences

Assessing and cultivating students’ HOTS are crucial for interior design education in a blended learning environment. However, current research has focused primarily on the impact of blended learning instructional strategies, learning tasks, and activities on the development of HOTS, whereas few studies have specifically addressed the assessment of these skills through dedicated scales in the context of blended learning. This study aimed to develop a comprehensive scale for assessing HOTS in interior design major students within the context of blended learning. Employing a mixed methods design, the research involved in-depth interviews with 10 education stakeholders to gather qualitative data, which informed the development of a 66-item soft skills assessment scale. The scale was administered to a purposive sample of 359 undergraduate students enrolled in an interior design program at a university in China. Exploratory and confirmatory factor analyses were also conducted to evaluate the underlying factor structure of the scale. The findings revealed a robust four-factor model encompassing critical thinking skills, problem-solving skills, teamwork skills, and practical innovation skills. The scale demonstrated high internal consistency (Cronbach's alpha = 0.948–0.966) and satisfactory convergent and discriminant validity. This scale provides a valuable instrument for assessing and cultivating HOTS among interior design major students in blended learning environments. Future research can utilize a scale to examine the factors influencing the development of these skills and inform instructional practices in the field.

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Introduction.

In the contemporary landscape of the twenty-first century, students face numerous challenges that necessitate the development of competitive skills, with a particular emphasis on the cultivation of HOTS 1 , 2 , 3 , this has become a crucial objective in educational reform. Notably, it is worth noting that the National Education Association (NEA, 2012) has clearly identified critical thinking and problem-solving, communication, collaboration, creativity, and innovation as key competencies that students must possess in the current era, which are considered important components of twenty-first century skills 4 , 5 , 6 , 7 . As learners in the fields of creativity and design, students in the interior design profession also need to possess HOTS to address complex design problems and the evolving demands of the industry 8 , 9 .

Currently, blended learning has become an important instructional model in interior design education 10 , 11 . It serves as a teaching approach that combines traditional face-to-face instruction with online learning, providing students with a more flexible and personalized learning experience 12 , 13 . Indeed, several scholars have recognized the benefits of blended learning in providing students with diverse learning resources, activities, and opportunities for interaction, thereby fostering HOTS 14 , 15 , 16 , 17 . For example, blended learning, as evidenced by studies conducted by Anthony et al. 10 and Castro 11 , has demonstrated its efficacy in enhancing students' HOTS. The integration of online resources, virtual practices, and online discussions in blended learning fosters active student engagement and improves critical thinking, problem solving, and creative thinking skills. Therefore, teachers need to determine appropriate assessment methods and construct corresponding assessment tasks to assess students' expected learning outcomes. This decision requires teachers to have a clear understanding of students' learning progress and the development of various skills, whereas students have knowledge of only their scores and lack awareness of their individual skill development 18 , 19 .

Nevertheless, the precise assessment of students' HOTS in the blended learning milieu poses a formidable challenge. The dearth of empirically validated assessment tools impedes researchers from effectively discerning students' levels of cognitive aptitude and developmental growth within the blended learning realm 20 , 21 , 22 . In addition, from the perspective of actual research topics, current studies on blended learning focus mainly on the "concept, characteristics, mechanisms, models, and supporting technologies of blended learning 23 . " Research on "measuring students' HOTS in blended learning" is relatively limited, with most of the focus being on elementary, middle, and high school students 24 , 25 . Few studies have specifically examined HOTS measurement in the context of university students 26 , 27 , particularly in practical disciplines such as interior design. For example, Bervell et al. 28 suggested that the lack of high-quality assessment scales inevitably impacts the quality of research. Additionally, Schmitt 29 proposed the “Three Cs” principle for measurement, which includes clarity, coherence, and consistency. He highlighted that high-quality assessment scales should possess clear and specific measurement objectives, logically coherent items, and consistent measurement results to ensure the reliability and validity of the data. This reflects the importance of ensuring the alignment of the measurement goals of assessment scales with the research questions and the content of the discipline in the design of assessments.

The development of an assessment scale within the blended learning environment is expected to address the existing gap in measuring and assessing HOTS scores in interior design education. This scale not only facilitates the assessment of students' HOTS but also serves as a guide for curriculum design, instructional interventions, and student support initiatives. Ultimately, the integration of this assessment scale within the blended learning environment has the potential to optimize the development of HOTS among interior design students, empowering them to become adept critical thinkers, creative problem solvers, and competent professionals in the field.

Therefore, this study follows a scientific scale development procedure to develop an assessment scale specifically designed to measure the HOTS of interior design students in blended learning environments. This endeavor aims to provide educators with a reliable instrument for assessing students' progress in cultivating and applying HOTS, thus enabling the implementation of more effective teaching strategies and enhancing the overall quality of interior design education. The research questions are as follows:

What key dimensions should be considered when developing a HOTS assessment scale to accurately capture students' HOTS in an interior design major blended learning environment?

How can an advanced thinking skills assessment scale for blended learning in interior design be developed?

How can the reliability and validity of the HOTS assessment scale be verified and ensured, and is it reliable and effective in the interior design of major blended learning environments?

Key dimensions of HOTS assessment scale in an interior design major blended learning environment

The research results indicate that in the blended learning environment of interior design, this study identified 16 initial codes representing key dimensions for enhancing students' HOTS. These codes were further categorized into 8 main categories and 4 overarching themes: critical thinking, problem-solving, teamwork skills and practical innovation skills. They provide valuable insights for data comprehension and analysis, serving as a comprehensive framework for the HOTS scale. Analyzing category frequency and assessing its significance and universality in a qualitative dataset hold significant analytical value 30 , 31 . High-frequency terms indicate the central position of specific categories in participants' narratives, texts, and other data forms 32 . Through interviews with interior design experts and teachers, all core categories were mentioned more than 20 times, providing compelling evidence of their universality and importance within the field of interior design's HOTS dimensions. As shown in Table 1 .

Themes 1: critical thinking skills

Critical thinking skills constitute a key core category in blended learning environments for interior design and are crucial for cultivating students' HOTS. This discovery emphasizes the importance of critical thinking in interior design learning. This mainly includes the categories of logical reasoning and judgment, doubt and reflection, with a frequency of more than 8, highlighting the importance of critical thinking skills. Therefore, a detailed discussion of each feature is warranted. As shown in Table 2 .

Category 1: logical reasoning and judgment

The research results indicate that in a blended learning environment for interior design, logical reasoning and judgment play a key role in cultivating critical thinking skills. Logical reasoning refers to inferring reasonable conclusions from information through analysis and evaluation 33 . Judgment is based on logic and evidence for decision-making and evaluation. The importance of these concepts lies in their impact on the development and enhancement of students' HOTS. According to the research results, interior design experts and teachers unanimously believe that logical reasoning and judgment are very important. For example, as noted by Interviewee 1, “For students, logical reasoning skills are still very important. Especially in indoor space planning, students use logical reasoning to determine whether the layout of different functional areas is reasonable”. Similarly, Interviewee 2 also stated that “logical reasoning can help students conduct rational analysis of various design element combinations during the conceptual design stage, such as color matching, material selection, and lighting application”.

As emphasized by interviewees 1 and 2, logical reasoning and judgment are among the core competencies of interior designers in practical applications. These abilities enable designers to analyze and evaluate design problems and derive reasonable solutions from them. In the interior design industry, being able to conduct accurate logical reasoning and judgment is one of the key factors for success. Therefore, through targeted training and practice, students can enhance their logical thinking and judgment, thereby better addressing design challenges and providing innovative solutions.

Category 2: skepticism and reflection

Skepticism and reflection play crucial roles in cultivating students' critical thinking skills in a blended learning environment for interior design. Doubt can prompt students to question and explore information and viewpoints, whereas reflection helps students think deeply and evaluate their own thinking process 34 . These abilities are crucial for cultivating students' higher-order thinking skills. According to the research findings, most interior design experts and teachers agree that skepticism and reflection are crucial. For example, as noted by interviewees 3, “Sometimes, when facing learning tasks, students will think about how to better meet the needs of users”. Meanwhile, Interviewee 4 also agreed with this viewpoint. As emphasized by interviewees 3 and 4, skepticism and reflection are among the core competencies of interior designers in practical applications. These abilities enable designers to question existing perspectives and practices and propose innovative design solutions through in-depth thinking and evaluation. Therefore, in the interior design industry, designers with the ability to doubt and reflect are better able to respond to complex design needs and provide clients with unique and valuable design solutions.

Themes 2: problem-solving skills

The research findings indicate that problem-solving skills constitute a key core category in blended learning environments for interior design and are crucial for cultivating students' HOTS. This discovery emphasizes the importance of problem-solving skills in interior design learning. Specifically, categories such as identifying and defining problems, as well as developing and implementing plans, have been studied more than 8 times, highlighting the importance of problem-solving skills. Therefore, it is necessary to discuss each function in detail to better understand and cultivate students' problem-solving skills. As shown in Table 3 .

Category 1: identifying and defining issues

The research findings indicate that in a blended learning environment for interior design, identifying and defining problems play a crucial role in fostering students' problem-solving skills. Identifying and defining problems require students to possess the ability to analyze and evaluate problems, enabling them to accurately determine the essence of the problems and develop effective strategies and approaches to solve them 35 . Interior design experts and teachers widely recognize the importance of identifying and defining problems as core competencies in interior design practice. For example, Interviewee 5 emphasized the importance of identifying and defining problems, stating, "In interior design, identifying and defining problems is the first step in addressing design challenges. Students need to be able to clearly identify the scope, constraints, and objectives of the problems to engage in targeted thinking and decision-making in the subsequent design process." Interviewee 6 also supported this viewpoint. As stressed by Interviewees 5 and 6, identifying and defining problems not only require students to possess critical thinking abilities but also necessitate broad professional knowledge and understanding. Students need to comprehend principles of interior design, spatial planning, human behavior, and other relevant aspects to accurately identify and define problems associated with design tasks.

Category 2: developing and implementing a plan

The research results indicate that in a blended learning environment for interior design, developing and implementing plans plays a crucial role in cultivating students' problem-solving abilities. The development and implementation of a plan refers to students identifying and defining problems, devising specific solutions, and translating them into concrete implementation plans. Specifically, after determining the design strategy, students refine it into specific implementation steps and timelines, including drawing design drawings, organizing PPT reports, and presenting design proposals. For example, Interviewee 6 noted, “Students usually break down design strategies into specific tasks and steps by refining them.” Other interviewees also unanimously support this viewpoint. As emphasized by respondent 6, developing and implementing plans can help students maintain organizational, systematic, and goal-oriented problem-solving skills, thereby enhancing their problem-solving skills.

Themes 3: teamwork skills

The research results indicate that teamwork skills constitute a key core category in blended learning environments for interior design and are crucial for cultivating students' HOTS. This discovery emphasizes the importance of teamwork skills in interior design learning. This mainly includes communication and coordination and division of labor and collaboration, which are mentioned frequently in the interview documents. Therefore, it is necessary to discuss each function in detail to better understand and cultivate students' teamwork skills. As shown in Table 4 .

Category 1: communication and coordination

The research results indicate that communication and collaboration play crucial roles in cultivating students' teamwork abilities in a blended learning environment for interior design. Communication and collaboration refer to the ability of students to effectively share information, understand each other's perspectives, and work together to solve problems 36 . Specifically, team members need to understand each other's resource advantages integrate and share these resources to improve work efficiency and project quality. For example, Interviewee 7 noted, “In interior design, one member may be skilled in spatial planning, while another member may be skilled in color matching. Through communication and collaboration, team members can collectively utilize this expertise to improve work efficiency and project quality.” Other interviewees also unanimously believe that this viewpoint can promote students' teamwork skills, thereby promoting the development of their HOTS. As emphasized by the viewpoints of these interviewees, communication and collaboration enable team members to collectively solve problems and overcome challenges. Through effective communication, team members can exchange opinions and suggestions with each other, provide different solutions, and make joint decisions. Collaboration and cooperation among team members contribute to brainstorming and finding the best solution.

Category 2: division of labor and collaboration

The research results indicate that in the blended learning environment of interior design, the division of labor and collaboration play crucial roles in cultivating students' teamwork ability. The division of labor and collaboration refer to the ability of team members to assign different tasks and roles in a project based on their respective expertise and responsibilities and work together to complete the project 37 . For example, Interviewee 8 noted, “In an internal design project, some students are responsible for space planning, some students are responsible for color matching, and some students are responsible for rendering production.” Other interviewees also support this viewpoint. As emphasized by interviewee 8, the division of labor and collaboration help team members fully utilize their respective expertise and abilities, promote resource integration and complementarity, cultivate a spirit of teamwork, and enable team members to collaborate, support, and trust each other to achieve project goals together.

Themes 4: practical innovation skills

The research results indicate that practical innovation skills constitute a key core category in blended learning environments for interior design and are crucial for cultivating students' HOTS. This discovery emphasizes the importance of practical innovation skills in interior design learning. This mainly includes creative conception and design expression, as well as innovative application of materials and technology, which are often mentioned in interview documents. Therefore, it is necessary to discuss each function in detail to better understand and cultivate students' practical innovation skills. As shown in Table 5 .

Category 1: creative conception and design expression

The research results indicate that in the blended learning environment of interior design, creative ideation and design expression play crucial roles in cultivating students' practical and innovative skills. Creative ideation and design expression refer to the ability of students to break free from traditional thinking frameworks and try different design ideas and methods through creative ideation, which helps stimulate their creativity and cultivate their ability to think independently and solve problems. For example, interviewee 10 noted that "blended learning environments combine online and offline teaching modes, allowing students to acquire knowledge and skills more flexibly. Through learning and practice, students can master various expression tools and techniques, such as hand-drawn sketches, computer-aided design software, model making, etc., thereby more accurately conveying their design concepts." Other interviewees also expressed the importance of this viewpoint, emphasizing the importance of creative ideas and design expression in blended learning environments that cannot be ignored. As emphasized by interviewee 10, creative ideation and design expression in the blended learning environment of interior design can not only enhance students' creative thinking skills and problem-solving abilities but also strengthen their application skills in practical projects through diverse expression tools and techniques. The cultivation of these skills is crucial for students' success in their future careers.

Category 2: innovative application of materials and technology

Research findings indicate that the innovative application of materials and technology plays a crucial role in developing students' practical and creative skills within a blended learning environment for interior design. The innovative application of materials and technology refers to students' exploration and utilization of new materials and advanced technologies, enabling them to overcome the limitations of traditional design thinking and experiments with diverse design methods and approaches. This process not only stimulates their creativity but also significantly enhances their problem-solving skills. Specifically, the innovative application of materials and technology involves students gaining a deep understanding of the properties of new materials and their application methods in design, as well as becoming proficient in various advanced technological tools and equipment, such as 3D printing, virtual reality (VR), and augmented reality (AR). These skills enable students to more accurately realize their design concepts and effectively apply them in real-world projects.

For example, Interviewee 1 stated, "The blended learning environment combines online and offline teaching modes, allowing students to flexibly acquire the latest knowledge on materials and technology and apply these innovations in real projects." Other interviewees also emphasized the importance of this view. Therefore, the importance of the innovative application of materials and technology in a blended learning environment cannot be underestimated. As emphasized by interviewee 1, the innovative application of materials and technologies is crucial in the blended learning environment of interior design. This process not only enables students to flexibly acquire the latest materials and technical knowledge but also enables them to apply these innovations to practice in practical projects, thereby improving their practical abilities and professional ethics.

In summary, through research question 1 research, the dimensions of the HOTS assessment scale in blended learning for interior design include four main aspects: critical thinking skills, problem-solving skills, teamwork skills, and practical innovation skills. Based on the assessment scales developed by previous scholars in various dimensions, the researcher developed a HOTS assessment scale suitable for blended learning environments in interior design and collected feedback from interior design experts through interviews.

Development of the HOTS assessment scale

The above research results indicate that the dimensions of the HOTS scale mainly include critical thinking, problem-solving, teamwork skills and practical innovation skills. The dimensions of a scale represent the abstract characteristics and structure of the concept being measured. Since these dimensions are often abstract and difficult to measure directly, they need to be converted into several concrete indicators that can be directly observed or self-reported 38 . These concrete indicators, known as dimension items, operationalize the abstract dimensions, allowing for the measurement and evaluation of various aspects of the concept. This process transforms the abstract dimensions into specific, measurable components. The following content is based on the results of research question 1 to develop an advanced thinking skills assessment scale for mixed learning in interior design.

Dimension 1: critical thinking skills

The research results indicate that critical thinking skills constitute a key core category in blended learning environments for interior design and are crucial for cultivating students' HOTS. Critical thinking skills refer to the ability to analyze information objectively and make a reasoned judgment 39 . Scholars tend to emphasize this concept as a method of general skepticism, rational thinking, and self-reflection 7 , 40 . For example, Goodsett 26 suggested that it should be based on rational skepticism and careful thought about external matters as well as open self-reflection about internal thoughts and actions. Moreover, the California Critical Thinking Disposition Inventory (CCTDI) is widely used to measure critical thinking skills, including dimensions such as seeking truth, confidence, questioning and courage to seek truth, curiosity and openness, as well as analytical and systematic methods 41 . In addition, maturity means continuous adjustment and improvement of a person's cognitive system and learning activities through continuous awareness, reflection, and self-awareness 42 . Moreover, Nguyen 43 confirmed that critical thinking and cognitive maturity can be achieved through these activities, emphasizing that critical thinking includes cognitive skills such as analysis, synthesis, and evaluation, as well as emotional tendencies such as curiosity and openness.

In addition, in a blended learning environment for interior design, critical thinking skills help students better understand, evaluate, and apply design knowledge and skills, cultivating independent thinking and innovation abilities 44 . If students lack these skills, they may accept superficial information and solutions without sufficient thinking and evaluation, resulting in the overlooking of important details or the selection of inappropriate solutions in the design process. Therefore, for the measurement of critical thinking skills, the focus should be on cognitive skills such as analysis, synthesis, and evaluation, as well as curiosity and open mindedness. The specific items for critical thinking skills are shown in Table 6 .

Dimension 2: problem-solving skills

Problem-solving skills constitute a key core category in blended learning environments for interior design and are crucial for cultivating students' HOTS. Problem-solving skills involve the ability to analyze and solve problems by understanding them, identifying their root causes, and developing appropriate solutions 45 . According to the 5E-based STEM education approach, problem-solving skills encompass the following abilities: problem identification and definition, formulation of problem-solving strategies, problem representation, resource allocation, and monitoring and evaluation of solution effectiveness 7 , 46 . Moreover, D'zurilla and Nezu 47 and Tan 48 indicated that attitudes, beliefs, and knowledge skills during problem solving, as well as the quality of proposed solutions and observable outcomes, are demonstrated. In addition, D'Zurilla and Nezu devised the Social Problem-Solving Inventory (SPSI), which comprises seven subscales: cognitive response, emotional response, behavioral response, problem identification, generation of alternative solutions, decision-making, and solution implementation. Based on these research results, the problem-solving skills dimension questions designed in this study are shown in Table 7 .

Dimension 3: teamwork skills

The research results indicate that teamwork skills constitute a key core category in blended learning environments for interior design and are crucial for cultivating students' HOTS. Teamwork skills refer to the ability to effectively collaborate, coordinate, and communicate with others in a team environment 49 . For example, the Teamwork Skills Assessment Tool (TWKSAT) developed by Stevens and Campion 50 identifies five core dimensions of teamwork: conflict management; collaborative problem-solving; communication; goal setting; performance management; decision-making; and task coordination. The design of this tool highlights the essential skills in teamwork and provides a structured approach for evaluating these skills. In addition, he indicated that successful teams need to have a range of skills for problem solving, including situational control, conflict management, decision-making and coordination, monitoring and feedback, and an open mindset. These skills help team members effectively address complex challenges and demonstrate the team’s collaboration and flexibility. Therefore, the assessment of learners' teamwork skills needs to cover the above aspects. As shown in Table 8 .

Dimension 4: practice innovative skills

The research results indicate that practical innovation skills constitute a key core category in blended learning environments for interior design, which is crucial for cultivating students' HOTS. The practice of innovative skills encompasses the utilization of creative cognitive processes and problem-solving strategies to facilitate the generation of original ideas, solutions, and approaches 51 . This practice places significant emphasis on two critical aspects: creative conception and design expression, as well as the innovative application of materials and technology. Tang et al. 52 indicated that creative conception and design expression involve the generation and articulation of imaginative and inventive ideas within a given context. With the introduction of concepts such as 21st-century learning skills, the "5C" competency framework, and core student competencies, blended learning has emerged as the goal and direction of educational reform. It aims to promote the development of students' HOTS, equipping them with the essential qualities and key abilities needed for lifelong development and societal advancement. Blended learning not only emphasizes the mastery of core learning content but also requires students to develop critical thinking, complex problem-solving, creative thinking, and practical innovation skills. To adapt to the changes and developments in the blended learning environment, this study designed 13 preliminary test items based on 21st-century learning skills, the "5C" competency framework, core student competencies, and the TTCT assessment scale developed by Torrance 53 . These items aim to assess students' practice of innovative skills within a blended learning environment, as shown in Table 9 .

The researchers' results indicate that the consensus among the interviewed expert participants is that the structural integrity of the scale is satisfactory and does not require modification. However, certain measurement items have been identified as problematic and require revision. The primary recommendations are as follows: Within the domain of problem-solving skills, the item "I usually conduct classroom and online learning with questions and clear goals" was deemed biased because of its emphasis on the "online" environment. Consequently, the evaluation panel advised splitting this item into two separate components: (1) "I am adept at frequently adjusting and reversing a negative team atmosphere" and (2) "I consistently engage in praising and encouraging others, fostering harmonious relationships. “The assessment process requires revisions and adjustments to specific projects, forming a pilot test scale consisting of 66 observable results from the original 65 items. In addition, there were other suggestions about linguistic formulation and phraseology, which are not expounded upon herein.

Verify the effectiveness of the HOTS assessment scale

The research results indicate that there are significant differences in the average scores of the four dimensions of the HOTS, including critical thinking skills (A1–A24 items), problem-solving skills (B1–B13 items), teamwork skills (C1–C16 items), and practical innovation skills (D1–D13 items). Moreover, this also suggests that each item has discriminative power. Specifically, this will be explained through the following aspects.

Project analysis based on the CR value

The critical ratio (CR) method, which uses the CR value (decision value) to remove measurement items with poor discrimination, is the most used method in project analysis. The specific process involves the use of the CR value (critical value) to identify and remove such items. First, the modified pilot test scale data are aggregated and sorted. Individuals representing the top and bottom 27% of the distribution were subsequently selected, constituting 66 respondents in each group. The high-score group comprises individuals with a total score of 127 or above (including 127), whereas the low-score group comprises individuals with a total score of 99 or below (including 99). Finally, an independent sample t test was conducted to determine the significant differences in the mean scores for each item between the high-score and low-score groups. The statistical results are presented in Table 10 .

The above table shows that independent sample t tests were conducted for all the items; their t values were greater than 3, and their p values were less than 0.001, indicating that the difference between the highest and lowest 27% of the samples was significant and that each item had discriminative power.

In summary, based on previous research and relevant theories, the HOTS scale for interior design was revised. This revision process involved interviews with interior design experts, teachers, and students, followed by item examination and homogeneity testing via the critical ratio (CR) method. The results revealed significant correlations ( p  < 0.01) between all the items and the total score, with correlation coefficients (R) above 0.4. Therefore, the scale exhibits good accuracy and internal consistency in capturing measured HOTS. These findings provide a reliable foundation for further research and practical applications.

Pilot study exploratory factor analysis

This study used SPSS (version 28) to conduct the KMO and Bartlett tests on the scale. The total HOTS test scale as well as the KMO and Bartlett sphericities were first calculated for the four subscales to ensure that the sample data were suitable for factor analysis 7 . The overall KMO value is 0.946, indicating that the data are highly suitable for factor analysis. Additionally, Bartlett's test of sphericity was significant, further supporting the appropriateness of conducting factor analysis ( p  < 0.05). All the values are above 0.7, indicating that the data for these subscales are also suitable for factor analysis. According to Javadi et al. 54 , these results suggest the presence of shared factors among the items within the subscales, as shown in Table 11 .

For each subscale, exploratory factor analysis was conducted to extract factors with eigenvalues greater than 1 while eliminating items with communalities less than 0.30, loadings less than 0.50, and items that cross multiple (more than one) common factors 55 , 56 . Additionally, items that were inconsistent with the assumed structure of the measure were identified and eliminated to ensure the best structural validity. These principles were applied to the factor analysis of each subscale, ensuring that the extracted factor structure and observed items are consistent with the hypothesized measurement structure and analysis results, as shown in the table 55 , 58 . In the exploratory factor analysis (EFA), the latent variables were effectively interpreted and demonstrated a significant response, with cumulative explained variances of the common factors exceeding 60%. This finding confirms the alignment between the scale structure, comprising the remaining items, and the initial theoretical framework proposed in this study. Additionally, the items were systematically reorganized to construct the final questionnaire. Consequently, items A1 to A24 were associated with the critical thinking skills dimension, items B25 to B37 were linked to problem-solving skills, items C38 to C53 were indicative of teamwork skills, and items D54 to D66 were reflective of practical innovation skills. As shown in Table 12 below.

In addition, the criterion for extracting principal components in factor analysis is typically based on eigenvalues, with values greater than 1 indicating greater explanatory power than individual variables. The variance contribution ratio reflects the proportion of variance explained by each principal component relative to the total variance and signifies the ability of the principal component to capture comprehensive information. The cumulative variance contribution ratio measures the accumulated proportion of variance explained by the selected principal components, aiding in determining the optimal number of components to retain while minimizing information loss. The above table shows that four principal components can be extracted from the data, and their cumulative variance contribution rate reaches 59.748%.

However, from the scree plot (as shown in Fig.  1 ), the slope flattens starting from the fifth factor, indicating that no distinct factors can be extracted beyond that point. Therefore, retaining four factors seems more appropriate. The factor loading matrix is the core of factor analysis, and the values in the matrix represent the factor loading of each item on the common factors. Larger values indicate a stronger correlation between the item variable and the common factor. For ease of analysis, this study used the maximum variance method to rotate the initial factor loading matrix, redistributing the relationships between the factors and original variables and making the correlation coefficients range from 0 to 1, which facilitates interpretation. In this study, factor loadings with absolute values less than 0.4 were filtered out. According to the analysis results, the items of the HOTS assessment scale can be divided into four dimensions, which is consistent with theoretical expectations.

Gravel plot of factors.

Through the pretest of the scale and selection of measurement items, 66 measurement items were ultimately determined. On this basis, a formal scale for assessing HOTS in a blended learning environment was developed, and the reliability and validity of the scale were tested to ultimately confirm its usability.

Confirmatory factor analysis of final testing

Final test employed that AMOS (version 26.0), a confirmatory factor analysis (CFA) was conducted on the retested sample data to validate the stability of the HOTS structural model obtained through exploratory factor analysis. This analysis aimed to assess the fit between the measurement results and the actual data, confirming the robustness of the derived HOTS structure and its alignment with the empirical data. The relevant model was constructed based on the factor structure of each component obtained through EFA and the observed variables, as shown in the diagram. The model fit indices are presented in Fig.  2 (among them, A represents critical thinking skills, B represents problem-solving skills, C represents teamwork skills, and D represents practical innovation skills). The models strongly support the "4-dimensional" structure of the HOTS, which includes four first-order factors: critical thinking skills, problem-solving skills, teamwork skills, and practical innovation skills. Critical thinking skills play a pivotal role in the blended learning environment of interior design, connecting problem-solving skills, teamwork skills, and innovative practices. These four dimensions form the assessment structure of HOTS, with critical thinking skills serving as the core element, inspiring individuals to assess problems and propose innovative solutions. By providing appropriate learning resources, diverse learning activities, and learning tasks, as well as designing items for assessment scales, it is possible to delve into the measurement and development of HOTS in the field of interior design, providing guidance for educational and organizational practices. This comprehensive approach to learning and assessment helps cultivate students' HOTS and lays a solid foundation for their comprehensive abilities in the field of interior design. Thus, the CFA structural models provide strong support for the initial hypothesis of the proposed HOTS assessment structure in this study. As shown in Fig.  2 .

Confirmatory factor analysis based on 4 dimensions. *A represents the dimension of critical thinking. B represents the dimension of problem-solving skills. C represents the dimension of teamwork skills. D represents the dimension of practical innovation skills.

Additionally, χ2. The fitting values of RMSEA and SRMR are both below the threshold, whereas the fitting values of the other indicators are all above the threshold, indicating that the model fits well. As shown in Table 13 .

Reliability and validity analysis

The reliability and validity of the scale need to be assessed after the model fit has been determined through validation factor analysis 57 . Based on the findings of Marsh et al. 57 , the following conclusions can be drawn. In terms of hierarchical and correlational model fit, the standardized factor loadings of each item range from 0.700 to 0.802, all of which are greater than or equal to 0.7. This indicates a strong correspondence between the observed items and each latent variable. Furthermore, the Cronbach's α coefficients, which are used to assess the internal consistency or reliability of the scale, ranged from 0.948 to 0.966 for each dimension, indicating a high level of data reliability and internal consistency. The composite reliabilities ranged from 0.948 to 0.967, exceeding the threshold of 0.6 and demonstrating a substantial level of consistency (as shown in Table 14 ).

Additionally, the diagonal bold font represents the square root of the AVE for each dimension. All the dimensions have average variance extracted (AVE) values ranging from 0.551 to 0.589, all of which are greater than 0.5, indicating that the latent variables have strong explanatory power for their corresponding items. These results suggest that the scale structure constructed in this study is reliable and effective. Furthermore, according to the results presented in Table 15 , the square roots of the AVE values for each dimension are greater than the absolute values of the correlations with other dimensions, indicating discriminant validity of the data. Therefore, these four subscales demonstrate good convergent and discriminant validity, indicating that they are both interrelated and independent. This implies that they can effectively capture the content required to complete the HOTS test scale.

Discussion and conclusion

The assessment scale for HOTS in interior design blended learning encompasses four dimensions: critical thinking skills, problem-solving skills, teamwork skills, and practical innovation skills. The selection of these dimensions is based on the characteristics and requirements of the interior design discipline, which aims to comprehensively evaluate students' HOTS demonstrated in blended learning environments to better cultivate their ability to successfully address complex design projects in practice. Notably, multiple studies have shown that HOTSs include critical thinking, problem-solving skills, creative thinking, and decision-making skills, which are considered crucial in various fields, such as education, business, and engineering 20 , 59 , 60 , 61 . Compared with prior studies, these dimensions largely mirror previous research outcomes, with notable distinctions in the emphasis on teamwork skills and practical innovation skills 62 , 63 . Teamwork skills underscore the critical importance of collaboration in contemporary design endeavors, particularly within the realm of interior design 64 . Effective communication and coordination among team members are imperative for achieving collective design objectives.

Moreover, practical innovation skills aim to increase students' capacity for creatively applying theoretical knowledge in practical design settings. Innovation serves as a key driver of advancement in interior design, necessitating students to possess innovative acumen and adaptability to evolving design trends for industry success. Evaluating practical innovation skills aims to motivate students toward innovative thinking, exploration of novel concepts, and development of unique design solutions, which is consistent with the dynamic and evolving nature of the interior design sector. Prior research suggests a close interplay between critical thinking, problem-solving abilities, teamwork competencies, and creative thinking, with teamwork skills acting as a regulatory factor for critical and creative thought processes 7 , 65 . This interconnected nature of HOTS provides theoretical support for the construction and validation of a holistic assessment framework for HOTS.

After the examination by interior design expert members, one item needed to be split into two items. The results of the CR (construct validity) analysis of the scale items indicate that independent sample t tests were subsequently conducted on all the items. The t values were greater than 3, with p values less than 0.001, indicating significant differences between the top and bottom 27% of the samples and demonstrating the discriminant validity of each item. This discovery highlights the diversity and effectiveness of the scale's internal items, revealing the discriminatory power of the scale in assessing the study subjects. The high t values and significant p values reflect the substantiality of the internal items in distinguishing between different sample groups, further confirming the efficacy of these items in evaluating the target characteristics. These results provide a robust basis for further refinement and optimization of the scale and offer guidance for future research, emphasizing the importance of scale design in research and providing strong support for data interpretation and analysis.

This process involves evaluating measurement scales through EFA, and it was found that the explanatory variance of each subscale reached 59.748%, and the CR, AVE, Cronbach's alpha, and Pearson correlation coefficient values of the total scale and subscales were in a better state, which strongly demonstrates the structure, discrimination, and convergence effectiveness of the scale 57 .

The scale structure and items of this study are reliable and effective, which means that students in the field of interior design can use them to test their HOTS level and assess their qualities and abilities. In addition, scholars can use this scale to explore the relationships between students' HOTS and external factors, personal personalities, etc., to determine different methods and strategies for developing and improving HOTS.

Limitations and future research

The developed mixed learning HOTS assessment scale for interior design also has certain limitations that need to be addressed in future research. The first issue is that, owing to the requirement of practical innovation skills, students need to have certain practical experience and innovative abilities. First-grade students usually have not yet had sufficient opportunities for learning and practical experience, so it may not be possible to evaluate their abilities effectively in this dimension. Therefore, when this scale is used for assessment, it is necessary to consider students' grade level and learning experience to ensure the applicability and accuracy of the assessment tool. For first-grade students, it may be necessary to use other assessment tools that are suitable for their developmental stage and learning experience to evaluate other aspects of their HOTS 7 . Future research should focus on expanding the scope of this dimension to ensure greater applicability.

The second issue is that the sample comes from ordinary private undergraduate universities in central China and does not come from national public universities or key universities. Therefore, there may be regional characteristics in the obtained data. These findings suggest that the improved model should be validated with a wider range of regional origins, a more comprehensive school hierarchy, and a larger sample size. The thirdly issue is the findings of this study are derived from self-reported data collected from participants through surveys. However, it is important to note that the literature suggests caution in heavily relying on such self-reported data, as perception does not always equate to actions 66 . In addition, future research can draw on this scale to evaluate the HOTS of interior design students, explore the factors that affect their development, determine their training and improvement paths, and cultivate skilled talent for the twenty-first century.

This study adopts a mixed method research approach, combining qualitative and quantitative methods to achieve a comprehensive understanding of the phenomenon 67 . By integrating qualitative and quantitative research methods, mixed methods research provides a comprehensive and detailed exploration of research questions, using multiple data sources and analytical methods to obtain accurate and meaningful answers 68 . To increase the quality of the research, the entire study followed the guidelines for scale development procedures outlined by Professor Li after the data were obtained. As shown in Fig.  3

Scale development program.

Basis of theory

This study is guided by educational objectives such as 21st-century learning skills, the "5C" competency framework, and students' core abilities 4 . The construction process of the scale is based on theoretical foundations, including Bloom's taxonomy. Drawing from existing research, such as the CCTDI 41 , SPSI 69 , and TWKSAT scales, the dimensions and preliminary items of the scale were developed. Additionally, to enhance the validity and reliability of the scale, dimensions related to HOTS in interior design were obtained through semi-structured interviews, and the preliminary project adapted or directly cited existing research results. The preliminary items were primarily adapted or directly referenced from existing research findings. Based on existing research, such as the CCTDI, SPSI, TWKSAT, and twenty-first century skills frameworks, this study takes "critical thinking skills, problem-solving skills, teamwork skills, and practical innovative skills" as the four basic dimensions of the scale.

Participants and procedures

This study is based on previous research and develops a HOTS assessment scale to measure the thinking levels of interior design students in blended learning. By investigating the challenges and opportunities students encounter in blended learning environments and exploring the complexity and diversity of their HOTS, this study aims to obtain comprehensive insights. For research question 1, via the purposive sampling method, 10 interior design experts are selected to investigate the dimensions and evaluation indicators of HOTS in blended learning of interior design. The researcher employed a semi structured interview method, and a random sampling technique was used to select 10 senior experts and teachers in the field of interior design, holding the rank of associate professor or above. This included 5 males and 5 females. As shown in Table 16 .

For research question 2 and 3, the research was conducted at an undergraduate university in China, in the field of interior design and within a blended learning environment. In addition, a statement confirms that all experimental plans have been approved by the authorized committee of Zhengzhou University of Finance and Economics. In the process of practice, the methods used were all in accordance with relevant guidelines and regulations, and informed consent was obtained from all participants. The Interior Design Blended Learning HOTS assessment scale was developed based on sample data from 350 students who underwent one pre-test and retest. The participants in the study consisted of second-, third-, and fourth-grade students who had participated in at least one blended learning course. The sample sizes were 115, 118, and 117 for the respective grade levels, totaling 350 individuals. Among the participants, there were 218 male students and 132 female students, all of whom were within the age range of 19–22 years. Through purposeful sampling, this study ensured the involvement of relevant participants and focused on a specific university environment with diverse demographic characteristics and rich educational resources.

This approach enhances the reliability and generalizability of the research and contributes to a deeper understanding of the research question (as shown in Table 17 ).

Instruments

The tools used in this study include semi structured interview guidelines and the HOTS assessment scale developed by the researchers. For research question 1, the semi structured interview guidelines were reviewed by interior design experts to ensure the accuracy and appropriateness of their content and questions. In addition, for research question 2 and 3, the HOTS assessment scale developed by the researchers will be checked via the consistency ratio (CR) method to assess the consistency and reliability of the scale items and validate their effectiveness.

Data analysis

For research question 1, the researcher will utilize the NVivo version 14 software tool to conduct thematic analysis on the data obtained through semi structured interviews. Thematic analysis is a commonly used qualitative research method that aims to identify and categorize themes, concepts, and perspectives that emerge within a dataset 70 . By employing NVivo software, researchers can effectively organize and manage large amounts of textual data and extract themes and patterns from them.

For research question 2, the critical ratio (CR) method was employed to conduct item analysis and homogeneity testing on the items of the pilot test questionnaire. The CR method allows for the assessment of each item's contribution to the total score and the evaluation of the interrelationships among the items within the questionnaire. These analytical techniques served to facilitate the evaluation and validation of the scale's reliability and validity.

For research question 3, this study used SPSS (version 26), in which confirmatory factor analysis (CFA) was conducted on the confirmatory sample data via maximum likelihood estimation. The purpose of this analysis was to verify whether the hypothesized factor structure model of the questionnaire aligned with the actual survey data. Finally, several indices, including composite reliability (CR), average variance extracted (CR), average variance extracted (AVE), Cronbach's alpha coefficient, and the Pearson correlation coefficient, were computed to assess the reliability and validity of the developed scale and assess its reliability and validity.

In addition, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) are commonly utilized techniques in questionnaire development and adaptation research 31 , 70 . The statistical software packages SPSS and AMOS are frequently employed for implementing these analytical techniques 71 , 72 , 73 . CFA is a data-driven approach to factor generation that does not require a predetermined number of factors or specific relationships with observed variables. Its focus lies in the numerical characteristics of the data. Therefore, prior to conducting CFA, survey questionnaires are typically constructed through EFA to reveal the underlying structure and relationships between observed variables and the latent structure.

In contrast, CFA tests the hypothesized model structure under specific theoretical assumptions or structural hypotheses, including the interrelationships among factors and the known number of factors. Its purpose is to validate the hypothesized model structure. Thus, the initial validity of the questionnaire structure, established through EFA, necessitates further confirmation through CFA 57 , 70 . Additionally, a sample size of at least 200 is recommended for conducting the validation factor analysis. In this study, confirmatory factor analysis was performed on a sample size of 317.

Data availability

All data generated or analyzed during this study are included in this published article. All the experimental protocols were approved by the Zhengzhou College of Finance and Economics licensing committee.

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D.L. Conceptualized a text experiment, and wrote the main manuscript text. D.L. and X.F. conducted experiments, D.L., X.F. and L.M. analyzed the results. L.M. contributed to the conceptualization, methodology and editing, and critically reviewed the manuscript. All authors have reviewed the manuscript.

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Li, D., Fan, X. & Meng, L. Development and validation of a higher-order thinking skills (HOTS) scale for major students in the interior design discipline for blended learning. Sci Rep 14 , 20287 (2024). https://doi.org/10.1038/s41598-024-70908-3

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Critical thinking: definition and how to improve its skills

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Critical thinking is based on the observation and analysis of facts and evidences to return rational, skeptical and unbiased judgments.   

This type of thinking involves a series of skills that can be created but also improved, as we will see throughout this article in which we will begin by defining the concept and end with tips to build and improve the skills related to critical thinking.

What is critical thinking?

Critical thinking is a discipline based on the ability of people to observe, elucidate and analyze information, facts and evidences in order to judge or decide if it is right or wrong.

It goes beyond mere curiosity, simple knowledge or analysis of any kind of fact or information.

People who develop this type of outlook are able to logically connect ideas and defend them with weighty opinions that ultimately help them make better decisions.

How to build and improve critical thinking skills?

Building and improving critical thinking skills involves focusing on a number of abilities and capacities .

To begin the critical thinking process all ideas must be open and all options must be understood as much as possible.

Even the dumbest or craziest idea can end up being the gateway to the most intelligent and successful conclusion.

The problem with having an open mind is that it is the most difficult path and often involves a greater challenge and effort. It is well known that the easy thing to do is to go with the obvious and the commonly accepted but this has no place in critical thinking.

By contrast, it is helpful not to make hasty decisions and to weigh the problem in its entirety after a first moment of awareness.

Finally, practicing active listening will help you to receive feedback from others and to understand other points of view that may help you as a reference.

Impartiality

An important point in the critical thinking process is the development of the ability to identify biases and maintain an impartial view in evaluations.

To improve this aspect it is advisable to have tools to be able to identify and recognize the prejudices and biases you have and try to leave them completely aside when thinking about the solution.

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Observation

Observation allows you to see each and every detail , no matter how small, subtle or inconsequential they may be or seem to be.

Behind the superficial information hides a universe of data, sources and experiences that help you make the best decision.

One of the pillars of critical thinking is objectivity. This forces you to base your value judgments on established facts that you will have gathered after a correct research process. 

At this point in the process you should also be clear about the influencing factors to be taken into account and those that can be left out.

Remember that your research is not only about gathering a good amount of information that puts the maximum number of options, variables or situations on the table. 

For the information to be of quality, it must be based on reliable and trustworthy sources.

If the information you have to collect is based on the comments and opinions of third parties, try to exercise quality control but without interference. 

To do this, ask open-ended questions that bring all the nuances to the table and at the same time serve to sift out possible biases.

With the research process completed, it is time to analyze the sources and information gathered.

At this point, your analytical skills will help you to discard what does not conform to unconventional thinking, to prioritize among the information that is of value, to identify possible trends and to draw your own conclusions.

One of the skills that characterize a person with critical thinking is their ability to recognize patterns and connections between all the pieces of information they handle in their research.

This allows them to draw conclusions of great relevance on which to base their predictions with weighty foundations.

Analytical thinking is sometimes confused with critical thinking. The former only uses facts and data, while the latter incorporates other nuances such as emotions, experiences or opinions.

One of the problems with critical thinking is that it can be developed to infinity and beyond. You can always keep looking for new avenues of investigation and new lines of argument by stretching inference to limits that may not be necessary.

At this point it is important to clarify that inference is the process of drawing conclusions from initial premises or hypotheses.

Knowing when to stop the research and thinking process and move on to the next stage in which you put into practice the actions considered appropriate is necessary.

Communication

The information you collect in your research is not top secret material. On the contrary, your knowledge sharing with other people who are involved in the next steps of the process is so important.

Think that your analytical ability to extract the information and your conclusions can serve to guide others .

Problem solving

It is important to note at this point that critical thinking can be aimed at solving a problem but can also be used to simply answer questions or even to identify areas for improvement in certain situations. 

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Introduction to Critical Thinking Skills

• First Online: 04 September 2024

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• K. Venkat Reddy 3 &
• G. Suvarna Lakshmi 4  

This chapter contains summaries of six articles that are machine generated. The summaries discuss the multitude ways in which the field of critical thinking has been understood and defined. Mostly the summaries included in the chapter project the view that critical thinking is all about certain cognitive abilities belonging to the higher order of thinking. The first summary explains the definition of critical thinking using a meta-level approach; it uses this approach because the problem of defining critical thinking is a meta-problem. The authors argue that the definitions proposed earlier were either subject-specific or skill-specific resulting in definitions that are neither universally applicable nor acceptable. The authors therefore have attempted to propose an approach that has three proper criteria that the definition should satisfy. They are: (1) rely on criteria, (2) self-correcting, and (3) sensitive to context. The summary of the second article on the skills required for the twenty-first-century education is based on the lists of skills proposed by various bodies that are broadly categorized as productive, critical, and creative thinking along with digital skills. The author proposes that the curriculum should incorporate skills that are required as per the current pace of change and the need of the hour.

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Student Performance Through 21st-Century Skills: Integrating Critical Thinking, Communication, Teamwork, and Creativity in Modern Education

Posted: 30 Aug 2024

Rujonel Cariaga

Department of Education

Date Written: August 12, 2024

Globalization, quick technological advancement, and the necessity of individuals who can think critically, communicate clearly, collaborate effectively with others, and be creative (the 4Cs) define the demands of the twenty-first century. Our schools must adapt to these requirements. We must cease depending so much on inflexible, set-in-stone instructional approaches and replace them with more flexible, skill-based methods suitable for a future we have yet to learn about. The COVID-19 epidemic is driving more classes and examinations conducted online. This emphasizes the need for robust, flexible educational institutions to manage such issues. While some instructors need more training, some children perform well, and others do not. Local educational systems have to cope with these all-around issues. Regarding the instructors and the tools they use for learning, schools in the country and those in the city differ greatly. More major problems causing students to do poorly on their work include stress before examinations and online proctoring systems failing as they used to be. Problems in the neighborhood that aggravate these include socioeconomic ones influencing entrance into the justice system and the school. Furthermore, people dislike the unequal application of STEM education, which compromises the 21st-century competencies of pupils. Research on best teaching and assessing 21st-century skills in many environments still needs to be completed. This article will examine the 4Cs, teacher independence, and professional development today in light of one another. The aim is to uncover evidence capable of influencing educational policy and practice. Understanding this will help political leaders and educators create better classrooms for every child. Every child will do better in school, enabling them to prepare for difficult circumstances ahead. Researchers must understand how 21st-century abilities influence students' performance in various spheres, including math if they are to create decent educational strategies. Since they determine how well college students do in the classroom, 21st-century skills are applicable at all academic levels. People discuss many issues related to student performance in the twenty-first century, including student knowledge and performance, teacher performance and behavior, technology, and integrated learning approaches, curriculum development policies and plans, and the necessity of significant legislative reforms. Six distinct approaches to viewing and analyzing education assist us in grasping its current dynamics. DiBenedetto and Myers (2016) see things differently regarding preparing children for the year 2000. Williams (2021) explores how federal and state policies may help bridge the achievement disparity among early children by linking policy initiatives to school performance. Many authors have commented on the problems that result from applying contemporary education in various global locations. Voogt and Roblin published a study in 2010 on 21st-century talents. The two guys discussed the difficulties of teaching Latin American children more in 2007. People will consider the issues and opportunities schools worldwide have to handle.

Keywords: Communication, Critical Thinking, Creativity, Teamwork, Student Performance

Suggested Citation: Suggested Citation

Rujonel Cariaga (Contact Author)

Department of education ( email ).

Philippines

HOME PAGE: http://edukar.net

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