Bridging the Teaching–Learning Gap: Faculty and Student Perspectives on Critical Thinking and Creativity in Higher Education
Abstract
Higher education institutions are increasingly expected to develop students’ critical thinking and creativity to prepare them for complex academic, professional, and social challenges. However, there is sometimes a disconnect between instructional strategies and students' real learning experiences, especially in higher education settings with limited funding. This study investigated how teaching methods at a public university in Balochistan, Pakistan, affected students' and faculty members' attitudes on critical thinking, creativity, and intellectual engagement. Four focus groups with undergraduate students and fifteen faculty members participated in semi-structured interviews as part of an embedded single-case research approach. The reflexive thematic analysis method developed by Braun and Clarke (2006) was used to analyze the data. Five themes emerged from the findings: the need for ongoing professional development; the continuation of traditional teacher-centered pedagogies; the impact of language obstacles on engagement; the limited development of 21st-century abilities; and the contribution of constructivist teaching techniques. The study emphasizes how interrelated institutional, environmental, and pedagogical elements contribute to the teaching-learning gap. It implies that in higher education settings with limited resources, student-centered pedagogies, supportive learning environments, and ongoing faculty development are crucial for fostering higher-order thinking abilities.