The Role of Classroom Environment in Fostering Critical Thinking and Independent Learning

Abstract

This study aims to investigate the role played by the classroom environment in the development of critical thinking skills and self-regulated learning among students. The classroom environment, as an important context in the educational process, has great potential to influence how students process information, interact with peers, and develop critical thinking skills and self-regulated learning. Previous studies have also identified possible relationships between supportive classroom environments, the development of critical thinking skills, and students' ability to learn independently. The methodology of this study used a quantitative approach with data collection through student surveys and classroom observations. The sample of the study consisted of students in several secondary schools in a certain area. The results of this study indicate that a well-designed classroom environment that encourages critical thinking can facilitate more effective self-regulated learning. The results of the data analysis revealed a positive correlation between the variables of the classroom environment, critical thinking, and self-regulated learning. The implications of this study are the need for a more holistic classroom design approach that considers aspects such as social support, understanding of the material, and interactions between students. Recommendations include the development of training for teachers in designing classroom environments that support the development of critical thinking and self-regulated learning. This study makes an important contribution to the understanding of how the classroom environment can play a role in the development of critical thinking and self-regulated learning in students. The results can be a guide for educators and policy makers in designing more effective learning environments to support the development of critical competencies and student independence in educational contexts.