Validating effective strategies for strengthening critical, creative thinking and problem solving in the teaching-learning process from the perspective of teachers

Document Type : Research Paper

Authors

1 Educational sciences, University of Kurdistan, Sanandaj, Iran

2 PhD student in Educational Management, University of Kurdistan, Sanandaj, Iran.

3 Professor, Department of Educational Management, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanadaj, Iran

10.22098/jsp.2026.20085.6464

Abstract

Objective: The present study aims to validate strategies for strengthening critical, creative thinking, and problem solving in the teaching-learning process from the perspective of teachers in the city of Sanandaj in 2025.
Methods: This is a descriptive study with a survey strategy. A researcher-made questionnaire consisting of 31 items (based on the extracted categories) was used. This questionnaire was distributed among a sample of 276 teachers in Sanandaj in 1404 and its data was collected. Results were analyzed using statistical analyses such as one-sample t-test, Pearson correlation coefficient, path analysis, and model fitting using SPSS and Smart PLS statistical software.
Results: The findings showed that the fit indices of the measurement model and the structural model were at the desired level and the conceptual model had an appropriate fit. Also, the results of path analysis showed that the relationships between causal factors and the central phenomenon, contextual factors and strategies, intervening factors and strategies, and strategies and outcomes were significant (P<0.05), while the relationship between the central phenomenon and strategies was not significant (P<0.05).
Conclusion: The research findings indicate that strengthening critical thinking, creative thinking, and problem-solving skills requires simultaneous attention to contextual factors, intervening conditions, and educational strategies, and utilizing these strategies can play an effective role in improving the quality of the teaching-learning process.

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