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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Autore principale:	Francis Tabiri
Natura:	Artigo
Lingua:	Inglês
Pubblicazione:	Springer 2026-02-01
Serie:	Discover Education
Soggetti:	Assessment practices Higher education Higher-order thinking skills Lower-order thinking skills Pedagogical practices Twenty-first century skills
Accesso online:	https://doi.org/10.1007/s44217-026-01118-4
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