Critical thinking is widely regarded as a key competency in STEM education, particularly in light of 21st-century challenges such as digitalisation, climate change, and technological transformation. Although critical thinking is included in educational policies, its implementation in classroom practice remains limited, partly resulting from a lack of a common understanding that is both theoretically grounded and usable for teachers. In this paper, we introduce a rubric that aims to support the integration of critical thinking into STEM education. The rubric is based on an epistemic understanding of critical thinking rooted in the scientific process of discovery. It was developed through an iterative design process grounded in the Synergy Model of Critical Thinking and piloted with pre- and in-service teachers in four European countries. Their feedback was collected using qualitative questionnaires and focus groups and was analysed using a comparative analysis of the pilot implementations. Results suggest that the rubric captures the central aspects of critical thinking from a scientific perspective and provides a useful reference point for STEM teaching and reflection. However, its use as an assessment tool for critical thinking in all its manifestations is limited, due to its reliance on subject-specific knowledge. Overall, the findings indicate that this rubric could be used to flexibly support instructional design and professional reflection, rather than as a standardised instrument for assessing student performance.
Straser et al. (2026) studied this question.