Arab Educational Information Network

The purpose of this study was to explore the integration of critical thinking into the upper primary curriculum, focusing on the perspectives of teachers, coordinators, and principals in Lebanon and the UAE. Two case studies of private English schools were chosen in each context for comparison and insights. This qualitative study conducted a series of semi-structured interviews with 9 participants from each case. This research employed thematic analysis and inductive coding to identify key themes and insights related to perceptions, strategies, and the leadership role on the teaching of critical thinking in elementary classrooms. The findings highlight the importance of equipping teachers in Lebanon with well-rounded understanding of critical thinking and the strategies to foster critical thinking skills, while also revealing the barriers that educators face, such as limited resources, curriculum constraints, and a lack of professional development opportunities. The study also underscores the pivotal role of the school leadership in empowering teachers to successfully integrate critical thinking and taking individual initiatives for reform in Lebanon. The study also provides recommendations for curriculum adjustments, teacher training, and leadership practices to better support. The integration of critical thinking into primary education. This research contributes to the growing body of literature on critical thinking in education and aims to draw insights from schools in the UAE to inform both educators and schools’ policymakers in Lebanon. (Author's abstract)