Research insights and challenges for facilitating critical thinking

In the focus of this issue, there are six contributions by authors from Croatia, Serbia, Slovenia, and Finland. Four refer to the development of critical thinking in school contexts (either from the teachers’ or the students’ points of view) and two refer to the process of teacher education. Within the school context, we can facilitate critical thinking through teaching compulsory and optional subjects, extracurricular activities, and through other forms of school work (e.g. culture, science, technical and sports days; field trips; etc.)