SAUDI TEACHERS’ KNOWLEDGE OF CRITICAL THINKING SKILLS AND THEIR ATTITUDES TOWARDS IMPROVING SAUDI STUDENTS’ CRITICAL THINKING SKILLS

Saudi teachers are unsure how to include critical thinking into their classrooms.This study aimed at identifying the knowledge of regarding skills and exploring attitudes towards improving students’ skills. To identify if there statistically significant differences level significance (0.05) between response averages sample members about degree assessment self-critical due variables (specialization, experience, gender), quantitative approach was used employing a three-part questionnaire as study’s instrument achieve objectives. The first part gathered demographic information participants focusing on three variables: “specialization,” “years experience,” “gender. second designed assess participants' abilities. third determine participants’ consisted (408) (male female) who were teaching secondary school in Hail City, Arabia during academic year 2020-2021. results revealed that Teachers’ high positive. Statistically, favor “sciences specialization” versus “humanities questionnaire’s two On other hand, no “gender” experience” variables. For future research, is still need further examine teachers’ Its relevance e-learning adaptable settings also discussed. Future research could look many interactions different learning methods strategies utilized development camel thinking. Keywords: thinking, Critical Thinking (CT), Skills (CTS), Teachers (ST)