Abstract
Critical thinking and collaboration are essential skills for university students facing rapidly evolving academic and professional landscapes. This qualitative exploratory study investigates several factors that contribute significantly to critical thinking and collaboration skills through interactive teaching. Ten students and five lecturers from urban, middle-class backgrounds participated in four sessions of semi-structured interviews and focus group discussions. Data were validated by triangulation and analyzed thematically. Three primary factors emerged: (1) interactive modalities Socratic questioning, peer education, structured project-based tasks, and digital simulations which enhance active engagement, cognitive exploration, and peer interaction; (2) inclusive, psychologically safe classroom climates that encourage open communication, risk-taking, and mutual respect; and (3) lecturers’ facilitative roles, including guided discourse, timely constructive feedback, and promotion of independent inquiry. Limitations involve variability from individual differences and institutional contexts. The findings underscore the importance of integrating interactive pedagogies with supportive environments and facilitator-led guidance to cultivate higher-order thinking and collaborative competencies. Practical implications for educators and policymakers include designing holistic, contextsensitive instructional strategies to prepare students for complex challenges, and the need to align course design with Bloom’s Taxonomy and social constructivist principles. Future research should assess the scalability and adaptability of these practices across diverse settings such as high schools, vocational training, and online platforms, and evaluate their long-term impact on student outcomes.
Keywords: Collaboration Skills, Critical Thinking, Higher Education, Interactive Teaching Methods, Learning Environment, Lecturer Role.