Evaluating The Effectiveness Of Digital Learning Platforms In Promoting Critical Thinking Skills Among Secondary School Learners

Abstract

This study assessed how well digital learning environments foster critical thinking abilities in students in secondary school. A structured questionnaire based on five dimensions—analysis, evaluation, inference, creativity, and reflection—was used to gather data from 139 teachers using a quantitative descriptive survey design. According to the findings, teachers thought that digital learning platforms were good at helping students develop higher-order thinking [1]skills, especially inference (M = 3.92) and evaluation (M = 3.86). Reflection skills (M = 3.67), on the other hand, were rated relatively lower, suggesting that they had little effect on metacognitive development. Due to differences in access, exposure, and digital readiness, teachers who were female and from cities expressed more favorable opinions than their male and rural counterparts. The study comes to the conclusion that although digital platforms greatly enhance analytical and reasoning skills, their capacity to cultivate reflective thinking is still underutilized. To maximize critical thinking results, it suggests incorporating reflective elements, strengthening teacher preparation, and advancing rural digital infrastructure.