Critical thinking in higher education: a bibliometric analysis

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Applied Research in Higher Education Pub Date : 2024-02-15 DOI:10.1108/jarhe-08-2023-0377

Ita Nuryana, Bambang Sugeng, Etty Soesilowati, Endang Sri Andayani

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引用次数: 0

Abstract

Purpose

Critical thinking (CT) in higher education institutions (HEIs) is rarely examined using bibliometric methods to provide a better reference path for future research. This study aims to provide a broad survey of the bibliometric literature on CT in HEIs.

Design/methodology/approach

Compiled from the Scopus database, there were 670 articles published from 2018 to 2022 analyzed in the study. VOSviewer software was also used to analyze co-authorship, co-occurrence and citation.

Findings

The results showed that the CT research literature was mainly published in the US However, the highest number of citations was from Australian authors. The most frequent keywords were CT, skills and higher education.

Research limitations/implications

Due to the high variability of assessment strategies for each study, the current study suggests that further research focuses on the global assessment model of CT in HEIs.

Originality/value

To the best of the research’s knowledge, the study on CT in higher education with bibliometric analysis is rarely explored.

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高等教育中的批判性思维：文献计量分析

目的高等教育机构（HEIs）中的批判性思维（CT）很少使用文献计量学方法进行研究，从而为未来研究提供更好的参考路径。本研究旨在对高等院校中批判性思维（CT）的文献计量学进行广泛调查。设计/方法/途径本研究从Scopus数据库中选取2018年至2022年发表的670篇文章进行分析。研究结果表明，CT研究文献主要发表在美国，但澳大利亚作者的论文被引用次数最多。研究的局限性/意义由于每项研究的评估策略差异很大，本研究建议进一步的研究重点放在高校 CT 的全球评估模式上。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Applied Research in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.50

自引率

11.80%

发文量

期刊介绍： Higher education around the world has become a major topic of discussion, debate, and controversy, as a range of political, economic, social, and technological pressures result in a myriad of changes at all levels. But the quality and quantity of critical dialogue and research and their relationship with practice remains limited. This internationally peer-reviewed journal addresses this shortfall by focusing on the scholarship and practice of teaching and learning and higher education and covers: - Higher education teaching, learning, curriculum, assessment, policy, management, leadership, and related areas - Digitization, internationalization, and democratization of higher education, and related areas such as lifelong and lifewide learning - Innovation, change, and reflections on current practices