Examining the role of Problem-based Learning in Enhancing Critical Thinking Skills among Graduate Students at Gulu University

Abstract

This study aimed to examine the role of problem-based learning (PBL) components specifically case scenarios, academic collaborations, and guided facilitation in enhancing critical thinking skills among graduate students at Gulu University. Grounded in critical theory and informed by Habermas’s critical inquiry, the research employed a qualitative design. Data were collected through semi-structured interviews, focus group interview, and document checks involving graduate students, recent graduates, and lecturers. The research sought to answer the following questions: (i) How do case scenarios nurture critical thinking skills among graduate students? (ii) How do academic collaborations foster critical thinking skills among graduate students? (iii) How does guided facilitation promote critical thinking skills among graduate students? Data were analysed using inductive thematic analysis to identify key themes and insights. The findings revealed that integrating case scenarios into the curriculum significantly enhanced students' critical thinking by bridging theoretical knowledge with practical problem-solving. Case scenarios allowed students to engage with real-world issues, apply classroom concepts to tangible situations, and strengthen their analytical and problem-solving abilities. Academic collaborations, including group projects, peer reviews, and cooperative research, were found to enrich critical thinking by exposing students to diverse perspectives, facilitating reflective dialogue, and promoting cooperative problem-solving. Guided facilitation provided crucial support through structured questioning, feedback, and mentoring, which helped students refine their reasoning processes and maintain focus on learning objectives. The study concluded that while the PBL components were effective in enhancing critical thinking skills, their full potential was constrained by insufficient diversity in case scenarios, unequal access to technology, and ongoing logistical challenges. The study recommended that policymakers and implementers focus on integrating culturally diverse and contextually relevant case scenarios, ensuring equitable access to technological resources, and addressing logistical barriers. Additionally, it advocated for educational reforms aligned with critical theory, aiming to address systemic inequalities and promote social justice. Future research was recommended to include longitudinal studies to assess the impact of these PBL components across various disciplines and contexts. Such studies would provide valuable insights into optimizing PBL and related pedagogical approaches, helping to establish best practices for developing critical thinking skills and creating more inclusive and effective educational frameworks