Evaluating Critical Thinking skills in the Grade IX English Textbook of Khyber Pakhtunkhwa

Abstract

English textbook plays a significant role in formulating critical thinking skills, yet many curricula still focus on rote memorization rather than critical thinking. This study seeks to assess the Grade IX English Textbook used in Pakistani public schools to analyze the inclusion of critical thinking components. It highlights a notable gap in evaluating whether existing textbooks effectively cultivate these abilities. A content analysis approach was utilized, using a self-developed checklist on the basis of Bloom’s Taxonomy and Facione’s framework to determine the textbook learning objectives, lesson content, and exercise questions. The findings indicate that while elements like creativity and analysis appeared in the textbook to a large extent, evaluation and problem-solving skills are significantly lacking. This imbalance highlights a gap between the intended educational objectives and the actual content. The study recommends revising the textbook to include more open-ended questions, problem-solving activities, real-world tasks, and evaluation to promote students’ higher-order thinking. Moreover, a more balanced incorporation of all critical thinking elements across different text types is suggested. These findings have practical implications for policymakers, curriculum developers, and educators seeking to enhance textbook design in accordance with 21^st century learning needs.