| dc.description.abstract | Critical thinking (CT) isan essential life skill that education should seek to equip learners with in
order to actualize the attainment of Kenya’s vision 2030 and the sustainable development goals
(SDGS). Psychologists and philosophers argue that critical thinking provides individuals with the
mental ability to think, inquire and interrogate phenomena in society which eliminates bias and
blind acceptance of viewpoints. Individuals who are proficient in critical thinking are able to
conduct strategic thinking, creative thinking and engage in appropriate decision making and
problem-solving processes. Individuals empowered with these competenciesare characterized with
the ability to adjust to diverse demands of their environment. Theoutcome are individualswho
arehighly employable, adaptable and inquisitive with a knack to positively influence society with
innovations and social reengineering of communities with ideas. There is apparent disconnect
between the expected role of education in fostering critical thinking among learners in secondary
schools in Kenya.Githui, Njoka and Mwenje (2017) established that the levels of critical
thinkingamong secondary school learners in Nairobi and Nyeri Countieswas disturbinglyvery
low.The scenario implies that students’ mental abilities hardly perform beyond mere memorization
of facts and information. Learners critically lack the abilities to synthesize, analyze and evaluate
information. Such students graduate from school deficient in the life skills necessary for effective
living, work performance and inability to engage in activities of daily living in society.
Unfortunately, educators in majority oflearning institutions in Kenyalack an understanding of
howeducational technologycan be harnessed to stimulatecritical thinking skills during teaching
and learning processes. This is despite the fact that critical thinking can be infused in
pedagogyacross all disciplines without occasioning expensive curriculum reviews. Thisstudyseeks
to provideinsights and informationto educators and policy makers on how educational technology
can be harnessed to stimulate critical thinking among learners during the teaching and learning
process for sustainable development in Kenya.Objectives: The study was guided by the following
objectives, which were to;discuss how to harness instructional resources to stimulate critical
thinking during the teaching and learning process among learners for sustainable development in
Kenya; assess how instructional techniques can be used to promote critical thinking among
learners in secondary schools in Kenya and evaluate how assessment techniques can be used in
developing critical thinking among learners in secondary schools for sustainable development in
Kenya.Methodology:The study adopted the Social Cognitive Theory (SCT) propounded by Albert
Bandura as its theoretical framework. The study relied on library review of secondary data and
published reports regarding how to harness educational technology to stimulate critical thinking
among secondary school learners in Kenya. | en_US |
