مجلة الباحث في العلوم الانسانية والاجتماعية
Volume 17, Numéro 2, Pages 152-174
2026-07-31
Counterfactual Thinking As A Novel Multifunctional Pedagogical Tool In Fostering Critical Thinking In Civilization Courses: An Exploratory Study
Authors : Larafa Rahma . Boudechiche Hamid .
Abstract
Although critical thinking has been recognized as one of the most significant contemporary skills to develop in various educational contexts, its implementation in civilization courses remains scarce. At best, educators address critical thinking partially, neglecting its multidimensional nature. The current research aims at addressing this gap by proposing the integration of counterfactual thinking in civilization classes to foster learners’ critical thinking skills holistically, i.e., to address its various components including the cognitive skills, mental processes, and positive affective factors. This study represents a preliminary investigation on the potential role of adopting counterfactual thinking as an instructional tool within the context of civilization. Therefore, a quantitative approach has been employed to examine learners’ perceptions and receptiveness toward its promise. Hence, an online five-point Likert scale questionnaire was administered to 72 EFL learners enrolled in civilization courses during 2025-2026 from different Algerian universities. Statistics reveal learners’ positive perceptions toward the potential of counterfactual thinking, with most items receiving high agreement, means ranging from 4.15 to 4.90, and standard deviations from 0.40 to 0.85.
Keywords
Critical thinking ; Counterfactual thinking ; Mental simulation ; Civilization course
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