Developing a Critical Thinking-Based Instructional Model for Basic Education in Nepal: Reforming Teacher-Centred Pedagogy

Abstract

Throughout the history of educational thought, from classical philosophers like Plato and Aristotle to modern theorists such as Rousseau, Dewey, and Freire, scholars have continually examined ways to improve the learning process. Despite these intellectual efforts, pedagogical practices have predominantly remained teacher-centred. A major shift occurred with Rousseau’s ideas, which redirected attention to the learner as the focal point in education, fostering widespread theoretical support for learner-centered teaching. Yet, translating this philosophy into classroom practice continues to spark debate. Although numerous learner-centered strategies have been developed, they vary considerably in design and execution. Simultaneously, critical pedagogy has emerged as a key framework, emphasizing education’s responsibility in challenging social inequalities. Nevertheless, there remains a vital need for ongoing, systematic research to understand how learner-centered pedagogy can be effectively adapted to diverse educational settings. This study utilized analytical method, integrating inductive and deductive approaches. Inductive analysis generated themes from data, while deductive analysis aligned them with established theories. Drawing on prior research, the researcher identified key patterns, organized them thematically, and ensured coherence, credibility, and clarity through rigorous cross-checking. This study concludes that CT-based instruction can be effective at the basic education level. However, the development of effective critical pedagogy, the design of appropriate instructional strategies, and their successful implementation in the classroom require teachers to possess a high level of professional competence. The instructional model developed through this study is adaptable and can be effectively applied in classroom settings in alignment with the subject content. Five education professors reviewed the sample draft for academic and methodological rigor. A validation workshop held a month later addressed identified weaknesses, establishing the sample’s content validity through expert feedback and revisions