Contextualization of critical thinking in sub-Saharan Africa: A systematic integrative review

Cultural norms affect the efficacy of critical thinking instruction. In several sub-Saharan African countries, governments have publicly declared skills to be a major educational priority increase global economic competitiveness. However, many schools and education systems not taken action translate stated government policies into revised curricula, pedagogies assessment frameworks. Faced with these challenges, overall objective study is analyse, by means an integrative systematic review, how concept, implementation has been contextualized in Africa. Of 51 documents that met inclusion criteria, total 5 categories, 95 codes, 1,075 quotes were analysed. The findings highlight researchers practitioners apply western concepts context without questioning its actual transferability. Moreover, analysis shows there lack familiarity adaptation strategies tools teaching methods