Browsing by Author "Gloria Lamaro1*, Joseph Kimoga2, Dianah Nampiija3 & Frank Reich1"

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    Optimising Critical Thinking in Graduate Education: The Role of Guided Facilitations
    (East African Journal of Education Studies, 2025-07-18) Gloria Lamaro1*, Joseph Kimoga2, Dianah Nampiija3 & Frank Reich1
    As the professional world becomes more complex, the ability to think critically is increasingly recognised as a vital skill for success. This study explored the impact of guided facilitation on the development of critical thinking skills among graduate students at Gulu University. The aim was to investigate how structured facilitation, involving reflective exercises and guided interactions, helped students apply theoretical knowledge in practical settings, deepening their understanding of intricate issues. A qualitative methodology was employed, gathering insights through interviews and focus group discussions with current graduate students, recent alumni, and faculty. The findings indicated that participants considered critical thinking fundamental to academic achievement and future career success. Guided facilitation was identified as a powerful tool for enhancing analytical thinking, problem-solving, and the ability to synthesise multiple perspectives. Graduates reported significant improvements in their capacity to dissect complex problems, assess evidence critically, and generate innovative solutions. Additionally, the study highlighted the value of incorporating culturally diverse facilitation strategies, which broadened students' understanding of different socio-economic realities relevant to their fields. However, the study also revealed challenges in the consistent application of guided facilitation within the curriculum, suggesting the need for better integration and institutional support. In conclusion, the research underscored the effectiveness of guided facilitation in strengthening critical thinking. By bridging theoretical concepts with real-world applications, guided facilitation enhanced students' problem-solving and creative thinking, equipping them for future challenges. The study advocates for the increased incorporation of guided facilitation in graduate programs and recommends further research to assess its long-term impact on critical thinking development.