بررسی نظام مند دستاوردهای تفکر نقادانه در آموزش مهندسی

Identifying, cultivating, and developing critical thinking competencies is one of the most important success factors of engineers in problem-finding, problemoriented, problematizing and recognizing innovative solutions and solving complex problems. For this purpose, in the present study, an attempt was made to analyze the place of critical thinking in engineering education by identifying its outcomes. For this purpose, in a systematic review based on the guidelines of PRISMA, the articles indexed in Scopus, Google Scholar and Science-Direct databases in the period from 2010 to 2023, using the combination of keywords "Critical Thinking" OR "Engineering Education" OR "Critical Thinking in Engineering Education" AND "Outcomes OR results" AND "Engineering Education" OR "Engineering" and Benefits, AND "Limitations OR Critical Thinking" were identified and retrieved. Finally, 21 articles were selected for the final analysis after checking the entry and exit criteria. The articles must meet the four conditions including 1. Be related to the research topic; 2. Be published between 2010 and 2023; 3. The articles have reached the final publication; 4. The articles must have the words critical thinking, engineering education. The findings identify nine outcomes, use of critical thinking in engineering education. The results show that for effective teaching of critical thinking and its inclusion in engineering curricula, a more coherent approach is needed to provide a useful and effective formal platform for promoting knowledge, insight, values and skills throughout the curriculum. The needs of students should be considered; therefore, it is necessary to present the methods of teaching critical thinking to engineering professors and provide a concrete, practical and understandable context for cultivating this competence in engineering students. It is clear that considering the vital achievements of critical thinking, the examination and preparation of the requirements and conditions needed to review and update educational policies and micro and macro guidelines to empower engineering professors in cultivating critical thinking in engineering students is not only necessary but undeniable; It seems that not only these requirements have not been paid attention to, but even in practice, they have been neglected, and for this reason, this authentic competence has not been cultivated. [ABSTRACT FROM AUTHOR]