Critical Reflections: A Qualitative Study on the Development and Impact of Critical Thinking Skills Across Industries

Öz

Critical thinking is a vital skill in professional settings, contributing to increased efficiency and innovation. Recognizing its importance, this study aims to explore how critical thinking is developed and applied across various industries. It is based on qualitative interviews with professionals in Education, Health, Logistics, Tourism, and Media. The analysis utilizes thematic, comparative, and content analysis to provide a sophisticated insight into the conceptualization, learning, and practice of critical thinking skills in each industry. By examining industry-specific differences, the study emphasizes the necessity for specialized training programs tailored to the unique demands of each sector. The uniqueness of this study lies in its comprehensive cross-sectoral analysis, offering a detailed comparative perspective on the role and impact of critical thinking across diverse professional landscapes. The results highlight critical thinking as a cornerstone of professional competence, supporting the development of the "Critical Reflections" program, which aims to provide intensive training adapted to sector-specific needs. Ultimately, this research underscores the importance of critical thinking in fostering adaptability, strategic decision-making, and innovative problem-solving across diverse professional landscapes, ensuring that professionals are equipped to meet contemporary challenges effectively.

Anahtar Kelimeler

• Critical Thinking Skills
• Human Resource Management
• Phyton
• Content Analysis
• Thematic Analysis

Eleştirel Yansımalar: Sektörler Arasında Eleştirel Düşünme Becerilerinin Gelişimi ve Etkisi Üzerine Nitel Bir Çalışma

Öz

Eleştirel düşünme, profesyonel ortamlarda verimliliği ve yenilikçiliği artıran hayati bir beceridir. Bu önemin farkında olarak, bu çalışma, eleştirel düşünmenin çeşitli sektörlerde nasıl geliştiğini ve uygulandığını keşfetmeyi amaçlamaktadır. Çalışma, Eğitim, Sağlık, Lojistik, Turizm ve Medya sektörlerindeki profesyonellerle yapılan niteliksel görüşmelere dayanmaktadır. Bununla birlikte, her sektördeki eleştirel düşünme becerilerinin kavramsallaştırılması, öğrenilmesi ve uygulanmasına ilişkin detaylı bir içgörü sağlamak amacıyla tematik, karşılaştırmalı ve içerik analizi uygulanmıştır. Sektöre özgü farklılıkları inceleyerek, çalışma her sektörün benzersiz taleplerine uygun uzmanlaşmış eğitim programlarının gerekliliğini vurgulamaktadır. Sonuçlar, eleştirel düşünmenin profesyonel yeterliliğin temel taşı olduğunu vurgulamakta ve sektörlere özgü ihtiyaçlara uyarlanmış yoğun eğitim sağlamayı amaçlayan "Kritik Yansımalar" programının geliştirilmesini desteklemektedir. Nihayetinde, araştırma, çalışanların çağdaş zorluklarla etkin bir şekilde başa çıkmalarını sağlamak amacıyla, farklı profesyonel alanlarda uyum sağlama, stratejik karar verme ve yenilikçi problem çözme yeteneklerini geliştirmede eleştirel düşünmenin önemini vurgulamaktadır.

Anahtar Kelimeler

• Eleştirel Düşünme Becerileri
• Python
• İçerik Analizi
• Tematik Analiz
• İnsan Kaynakları Yönetimi

Kaynakça

1. Abd Halim, N. D., Mutalib, M. A., Zaid, N. M., Mokhtar, M., Majid, F. A., & Haslee Sharil, W. N. E. (2024). The Use of Social Media to Enhance Critical Thinking in Online Learning Among Higher Education Students. International Journal of Interactive Mobile Technologies, 18(6), 56-66.
2. Art, S. (2018). Media Literacy and Critical Thinking. International Journal of Media and Information Literacy, 3(2), 66-71.
3. Aston, K. J. (2023). ‘Why is it hard to have critical thinking?’ Exploring The Factors Affecting Critical Thinking with International Higher Education Students. Active Learning in Higher Education, 14697874231168341.
4. Baker, S. E., Edwards, R., & Doidge, M. (2012). How Many Qualitative Interviews Is Enough?: Expert Voices And Early Career Reflections On Sampling And Cases In Qualitative Research. Access Adress: https://eprints.ncrm.ac.uk/id/eprint/2273/4/how_many_interviews.pdf
5. Berger, K., Cianelli, R., Valenzuela, J., Villegas, N., Blazquez, C., Toledo, C., & Ramírez-Barrantes, R. (2021). Motivation for Critical Thinking in Nursing Students in Chile. Hispanic Health Care International, 19(2), 131-137.
6. Boluk, K., Cavaliere, C. T., & Higgins-Desbiolles, F. (Eds.). (2021). Activating Critical Thinking to Advance the Sustainable Development Goals in Tourism Systems. London, UK: Routledge.
7. Bregar, T., El Mahmoudi, A., Kodrič, M., Čepon, G., Boltežar, M., & Rixen, D. J. (2022b). Introducing Pyfbs: An Open-Source Python Package for Frequency Based Substructuring and Transfer Path Analysis. In Dynamic Substructures, Volume 4: Proceedings of the 39th IMAC, A Conference and Exposition on Structural Dynamics 2021 (pp. 81-89)
8. Bregar, T., Mahmoudi, A., Kodrič, M., Ocepek, D., Trainotti, F., Pogačar, M., ... & Rixen, D. (2022a). pyFBS: A Python Package for Frequency Based Substructuring. Journal of Open Source Software, 7(69), 3399.

9. Calatayud, A., Mangan, J., & Christopher, M. (2019). The self-thinking supply chain. Supply Chain Management: An International Journal, 24(1), 22-38.
10. Campo, L., Galindo-Domínguez, H., Bezanilla, M. J., Fernández-Nogueira, D., & Poblete, M. (2023). Methodologies for Fostering Critical Thinking Skills from University Students’ Points of View. Education Sciences, 13(2), 132. Access Address: https://www.mdpi.com/2227-7102/13/2/132#
11. Cevher, M. F. (2024). Tüketicilerin Online Alışveriş Platformlarından Satın Alma Niyetlerine Yönelik Nitel Bir Araştırma. Fiscaoeconomia, 8(2), 666-694.
12. Dill, B. T., & Zambrana, R. E. (2020). Critical Thinking About Inequality: An Emerging Lens. In Feminist Theory Reader (pp. 108-116). Routledge.
13. Doğan, P., & Şendir, M. (2022). Effect of Different Simulation Methods in Nursing Education On Critical Thinking Dispositions and Self-Efficacy Levels of Students. Thinking Skills and Creativity, 45, 101112.
14. Elbyaly, M. Y. H., & Elfeky, A. I. M. (2023). The Impact of Problem-Solving Programs in Developing Critical Thinking Skills. European Chemical Bulletin, 12, 6636-6642.
15. Fakis, A., Hilliam, R., Stoneley, H., & Townend, M. (2014). Quantitative Analysis of Qualitative Information from Interviews: A Systematic Literature Review. Journal of Mixed Methods Research, 8(2), 139-161.
16. Fossey, E., Harvey, C., McDermott, F., & Davidson, L. (2002). Understanding and Evaluating Qualitative Research. Australian & New Zealand Journal of Psychiatry, 36(6), 717-732.
17. Gauthier, R. P., & Wallace, J. R. (2022). The Computational Thematic Analysis Toolkit. Proceedings of The ACM On Human-Computer Interaction, 6(GROUP), 1-15.
18. Hall, D., & Braithwaite, A. (2017). The Development of Thinking in Supply Chain and Logistics Management. In Handbook of Logistics and Supply-Chain Management (Vol. 2, pp. 81-98). Emerald Group Publishing Limited.
19. Hasanah, H., & Malik, M. N. (2020). Blended Learning in Improving Students’ Critical Thinking and Communication Skills at University. Cypriot Journal of Educational Sciences, 15(5), 1295-1306.
20. Hebebci, M. T., & Usta, E. (2022). The Effects of Integrated STEM Education Practices On Problem Solving Skills, Scientific Creativity, And Critical Thinking Dispositions. Participatory Educational Research, 9(6), 358-379.
21. Ho, Y. R., Chen, B. Y., & Li, C. M. (2023). Thinking More Wisely: Using The Socratic Method to Develop Critical Thinking Skills Amongst Healthcare Students. BMC Medical Education, 23(1), 173.
22. Hovy, D. (2022). Text Analysis in Python for Social Scientists: Prediction and Classification. Cambridge University Press.
23. Kaur, C., & Sharma, A. (2020, October). Social Issues Sentiment Analysis Using Python. In 2020 5th International Conference On Computing, Communication and Security (ICCCS) (pp. 1-6). IEEE.
24. Khaerunnisa, A., Vanchapo, A. R., & Yulianti, N. (2023). The Effect of Mentoring Programs On Improving Critical Thinking Ability Using Standardized Nursing Language as A Learning Method in Students. Journal for Quality in Public Health, 7(1), 34-41.
25. Kousis, A., & Tjortjis, C. (2023). Investigating the Key Aspects of a Smart City through Topic Modeling and Thematic Analysis. Future Internet, 16(1), 3. Access Address: https://www.mdpi.com/1999-5903/16/1/3
26. Mahmoudi, A., Jemielniak, D., & Ciechanowski, L. (2024). Assessing Accuracy: A Study of Lexicon and Rule-Based Packages in R and Python for Sentiment Analysis. IEEE Access.
27. Mura, P., & Wijesinghe, S. N. (2023). Critical Theories in Tourism–A Systematic Literature Review. Tourism Geographies, 25(2-3), 487-507.
28. Rathee, N., Joshi, N., & Kaur, J. (2018, June). Sentiment Analysis Using Machine Learning Techniques On Python. In 2018 Second International Conference on Intelligent Computing and Control Systems (ICICCS) (pp. 779-785). IEEE.
29. Roxas, F. M. Y., Rivera, J. P. R., & Gutierrez, E. L. M. (2020). Framework for Creating Sustainable Tourism Using Systems Thinking. Current Issues in Tourism, 23(3), 280-296.
30. Sekarasih, L., Scharrer, E., Olson, C., Onut, G., & Lanthorn, K. (2018). Effectiveness of A School-Based Media Literacy Curriculum in Encouraging Critical Attitudes About Advertising Content and Forms Among Boys and Girls. Journal of Advertising, 47(4), 362-377.
31. Stone, G. A., Duffy, L. N., Pinckney, H. P., & Templeton-Bradley, R. (2017). Teaching for Critical Thinking: Preparing Hospitality and Tourism Students for Careers in The Twenty-First Century. Journal of Teaching in Travel & Tourism, 17(2), 67-84.
32. Tang, K. Y., Chou, T. L., & Tsai, C. C. (2020). A Content Analysis of Computational Thinking Research: An International Publication Trends and Research Typology. The Asia-Pacific Education Researcher, 29(1), 9-19.
33. Thai, V. V., Cahoon, S., & Tran, H. T. (2011). Skill Requirements for Logistics Professionals: Findings and Implications. Asia Pacific Journal of Marketing and Logistics, 23(4), 553-574.
34. Thornhill-Miller, B., Camarda, A., Mercier, M., Burkhardt, J. M., Morisseau, T., Bourgeois-Bougrine, S., ... & Lubart, T. (2023). Creativity, Critical Thinking, Communication, And Collaboration: Assessment, Certification, And Promotion of 21st Century Skills for The Future of Work and Education. Journal of Intelligence, 11(3), 54.
35. Tommasi, F., Ceschi, A., Sartori, R., Gostimir, M., Passaia, G., Genero, S., & Belotto, S. (2023). Enhancing Critical Thinking and Media Literacy in The Context of IVET: A Systematic Scoping Review. European Journal of Training and Development, 47(1/2), 85-104.
36. Tsortanidou, X., Daradoumis, T., & Barberá, E. (2019). Connecting Moments of Creativity, Computational Thinking, Collaboration and New Media Literacy Skills. Information and Learning Sciences, 120(11/12), 704-722.
37. Willers, S., Jowsey, T., & Chen, Y. (2021). How Do Nurses Promote Critical Thinking in Acute Care? A Scoping Literature Review. Nurse Education in Practice, 53, 103074.
38. Wrobel-Lachowska, M., Wisniewski, Z., & Polak-Sopinska, A. (2018). The role of the lifelong learning in logistics 4.0. In Advances in Human Factors in Training, Education, and Learning Sciences: Proceedings of the AHFE 2017 International Conference on Human Factors in Training, Education, and Learning Sciences, July 17-21, 2017, The Westin Bonaventure Hotel, Los Angeles, California, USA 8 (pp. 402-409). Springer International Publishing.
39. Wu, M., Wang, Y., & Ding, W. (2022). Analysis of National Social Science Foundation Projects Based on LDA Thematic Analysis. Academic Journal of Science and Technology, 1(2), 65-68.
40. Yan, Q., Jiang, T., Zhou, S., & Zhang, X. (2024). Exploring Tourist Interaction from User-Generated Content: Topic Analysis and Content Analysis. Journal of Vacation Marketing, 30(2), 327-344.