Contextualizing critical thinking in South Korea's national curriculum: A cultural and educational perspective

Abstract

Critical thinking (CT) is increasingly recognized as a global educational imperative. However, its implementation and interpretation are significantly influenced by local cultural contexts. This study examines how CT is integrated and understood within South Korea's national curriculum framework. Using both quantitative and qualitative content analyses of recent curriculum revision documents, the study finds that, while the term ‘critical thinking’ is not explicitly highlighted in the national curriculum, its three components—cognitive skills, dispositions, and critical actions—are incorporated across various subject curricula in alignment with the nation's long-standing communal values. The findings further reveal that, although critical actions are partially reflected in CT education, the primary emphasis is placed on cognitive skills (e.g., interpretation and analysis) and dispositions (e.g., inquisitiveness). These components are actively integrated into subject-specific content, contributing to a shift away from traditional rote-learning practices. These results challenge the stereotype that the emphasis on communal values in Asian cultures inherently limits the cultivation of CT, suggesting instead that communal values and CT are not necessarily mutually exclusive. Furthermore, the study indicates that CT is most effectively developed when addressed in an integrated manner within subject-specific contexts, and such integration also enhances students’ understanding of subject matter.