Critical thinking and international postgraduate students

This paper results from a PRS-LTSN funded research project, which examined the definition and place of critical thinking in taught postgraduate programmes in theology and religious studies. Although many of the issues raised are not unique to international learners, the study focussed on their experiences, especially in relation to taught Masters degrees. The concentration on international learners enabled us to reflect critically on assumptions about critical thinking in the UK HE context, whilst at the same time suggesting strategies and insights that could be used with many students in the field