The weight of lecturers’ pedagogical practices in developing higher and lower-order thinking skills in higher education
Abstract It appears that higher education students, particularly those in Sub-Saharan Africa, struggle to demonstrate critical thinking skills, leading to their adoption of a rote learning approach. This results in the practice of “chew, pour, pass, forget” (CPPF), ultimately hindering their ability...
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| Auteur principal: | |
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| Format: | Artigo |
| Langue: | Inglês |
| Publié: |
Springer
2026-02-01
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| Collection: | Discover Education |
| Sujets: | |
| Accès en ligne: | https://doi.org/10.1007/s44217-026-01118-4 |
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