From Awareness to Action: Challenges in Integrating Critical Thinking into Teaching Among Northern Vietnamese School Teachers

This study explores the readiness of high school teachers in Northern Vietnam to promote students’ critical thinking (CT). A survey of 103 teachers from 15 mountainous provinces was conducted using a 20-item Likert-scale instrument, covering four dimensions: conceptual understanding, pedagogical practices, perceived barriers, and support needs. The instrument demonstrated good internal consistency (Cronbach’s α = 0.853). Findings reveal widespread consensus on the importance of CT, its cross-subject applicability, and the regular use of open-ended questioning, group discussion, and real-world scenarios. However, notable uncertainty persists regarding curriculum constraints, time allocation, and resource availability—forming a “grey zone” of latent obstacles. Despite strong motivation, a small proportion of teachers remain unsure about CT’s conceptual foundations, indicating a need for targeted professional development. To bridge the gap between intention and sustained practice, the study proposes three actionable strategies: (1) modular training programs focused on instructional design; (2) a ready-to-use CT resource toolkit; and (3) institutional support through workload reduction and innovation incentives. These findings underscore that effective CT integration depends on aligning teacher capacity, practical resources, and organizational support.