Infusing Critical Thinking in Basic Education English Curriculum in the Philippines: A Policy Brief

Lopez, Marcos Y.; Gabriel, Christopher D.

doi:10.5840/inquiryct202591127

Inquiry: Critical Thinking Across the Disciplines

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published on September 13, 2025

Marcos Y. Lopez

, Christopher D. Gabriel

https://doi.org/10.5840/inquiryct202591127

Infusing Critical Thinking in Basic Education English Curriculum in the Philippines
A Policy Brief

This policy brief focuses on infusing critical thinking (CT) in English curriculum in Philippine basic education. To facilitate infusion, three factors are considered: shared common understanding of the term critical thinking among teachers, the implementation of infusion as a pedagogical approach to CT integration, and the integration of CT in assessments. The policies were drawn from the research of Lopez (2024), Lopez et al. (2023), and other pertinent documents from the Department of Education. Policymakers should prioritize provision of in-service training exclusively focusing on infusing CT in instruction and assessment. CT as a stand-alone subject should be included in teacher-education curriculum so that future educators have a clear-cut and professional knowledge of the term CT being operationalized in instruction and assessment.

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