Critical thinking (CT) is considered one of the key transferable skills that undergraduate students are expected to develop in order to cope with the complexities of today’s society as future professionals. This study examined the insights of fourteen Chilean university instructors from different universities regarding the integration of CT into their general English classes, along with the problems they face in this process. Data were collected through an open-ended questionnaire, and responses were analyzed and organized thematically. Results indicate that instructors perceive CT as both a pedagogical goal and a cognitive process associated with higher-order thinking under Bloom’s taxonomy. Also, findings evidence that participants emphasized the significance of CT in promoting learner autonomy and transferable abilities that transcend the classroom, thereby equipping students for their professional careers. Described strategies include task-based learning, role-play, and informal evaluation, all seen as successful in improving student participation and reflection. Within the challenges instructors face, findings arose at both the student and institutional tiers, including low English proficiency and lack of confidence, and restrictive curricula, large class sizes, lack of assessment instruments, and insufficient professional development opportunities, respectively. This study is a contribution to the higher education (HE) field in that it explores how English as foreign language (EFL) instructors perceive and integrate CT in general English courses, linking teacher cognition with classroom strategies and institutional constraints. It provides insights into teaching practices, assessment methods, and challenges, while highlighting the role of CT in fostering transferable skills and learner autonomy.
Claudia Rodríguez-Escobar (Mon,) studied this question.