Teaching critical thinking to Omani students, particularly at Sultan Qaboos University (SQU), has been both rewarding and revealing. Despite their intelligence and motivation, many students face cognitive and educational barriers shaped by an educational culture that prioritises memorisation over inquiry.
In the Department of English and Translation, where students are expected to engage with complex texts and ideas, this background often hinders their ability to think critically and independently. Yet, if SQU is to fulfil its strategic vision of becoming an entrepreneurial university that graduates leaders and critical thinkers, we must directly address these challenges. This essay outlines six key mistakes Omani students often make and offers actionable solutions for overcoming them.
Many students struggle with basic academic jargon. Without it, they cannot analyse texts, construct arguments, or participate meaningfully in academic discourse. Solution: Focus. Students must invest time in reading academic texts and building their vocabulary systematically, with help from instructors who integrate terminology into every lesson and assess its correct use.
Students often repeat terminology without understanding it. They ‘throw words’ into their writing, hoping for correctness.
Solution: See what is in front of you. Words are tools; they must be used intentionally. Encourage students to pause, reflect and assess whether their words truly represent their ideas. Train them to call a spade a spade - if an idea is underdeveloped or misapplied, they must recognise and revise it accordingly.
Many students rely heavily on memorised essay templates, even when such structures do not apply. Some even claim an essay has one thesis statement when, in fact, it contains two.
Solution: Have the courage to call an apple an apple. Even if language centre teachers insisted essays must have one thesis, students must develop the confidence to describe what is actually present. Teaching should emphasise flexible thinking and context-aware analysis over rigid adherence to formulae.
Answers are often vague or incomplete, such as ‘film Hindi’ without context. This results from limited confidence or understanding.
Solution: Be specific. Encourage students to elaborate their answers clearly, justify their choices and provide examples. Teachers can model precision and guide students in peer review sessions that reward clarity and depth.
Students often interpret words literally, without understanding context. For example, the term ‘method’ may be read only as 'methodology', missing broader conceptual meanings.
Solution: Look at the big picture. Critical thinking involves interpreting ideas flexibly, understanding context, and recognising metaphor and nuance. Students must be taught to look beyond the surface and explore layers of meaning.
Many students avoid speaking up for fear of being wrong. This fear is deeply rooted in a system that rewards correctness over curiosity.
Solution: Create safe spaces. Teachers must normalise error-making as an essential part of learning. They should celebrate original thinking, even if imperfect, and help students develop intellectual courage by asking open-ended questions and rewarding risk-taking.
Teaching critical thinking at SQU is not merely an academic exercise; it is a national imperative. As the university aims to raise its regional and international ranking and become an entrepreneurial institution that produces leaders, it must prioritise critical thinking as a foundational skill. Leaders must recognise what is before them, speak the truth clearly and challenge inherited assumptions. By helping students break free from rote learning, speak precisely and analyse deeply, we are not only improving academic outcomes, but also preparing a generation of independent thinkers ready to contribute meaningfully to Oman’s development and global standing.
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