Investigating the Critical Thinking Indicators in Kenya’s Basic Education Curriculum

Cosmas Masega Ongesa; Karori Mbugua; Jacinta Mwende Maweu

Cosmas Masega Ongesa University of Nairobi
Karori Mbugua University of Nairobi
Jacinta Mwende Maweu University of Nairobi

Keywords: Self-directed learning, Self-efficacy, Inquisitiveness, Remote-learning, Critical thinking

Abstract

There are numerous studies on critical thinking (CT), but only some, if any, have been done that relate CT indicators to classroom theory and practice, particularly in Kenya's basic education programs. This paper, therefore, was set to investigate a proposal by scholars and Kenyan education curricula reform reports infusing CT indicators in Kenya's basic education curriculum. The primary source of data included secondary reports from the curriculum reforms; Kenya Institute of Curriculum Development (KICD) reports (2017, 2019, and 2021), grade IV syllabus, secondary school science syllabus, and early education reports were used by the study to experiment with the model of CT integration. The data from reform reports were collected and analysed using a critical analysis/judgment model. The analysed categories were used to develop key theoretical propositions for the study. Theoretical propositions formed an explanatory theory that supported the analysis. From the analysis, all education reforms since independence have not recommended CT indicators as a teaching/learning goal for learners in Kenya's basic education curriculum. It is evident, therefore, that CT still needs to be developed in Kenya's basic education curriculum for learners in primary and secondary schools. If these learners are to become reflective and independent thinkers rather than passive recipients of information, then critical thinking must be infused into both the primary and secondary school curricula.