Contribution of critical thinking to effective learner transformation in teaching of Bible-based courses in chartered Christian universities in Nairobi County, Kenya

Abstract

This paper aimed to assess the contribution of critical thinking in teaching Bible-based courses for learner transformation in charted Christian universities in Nairobi. Considerable resources have been allocated to train lecturers in using critical thinking in their teaching methods. However, there needs to be more knowledge regarding the actual impact of this training. Biblical worldview and transformative learning theory underpinned this study. Descriptive analysis was employed to establish the relationship between using critical thinking in teaching Bibe-based courses and learner transformation. A cross-sectional survey research design was used, specifically targeting 63 lecturers who teach Bible-based courses, and the response rate was 100 per cent. The census method was used. Further, regression analysis was employed to examine the relationship between the variables at a significant level of 0.05. There was a significant relationship between critical thinking and learner transformation. This suggested that using essential thinking would lead to the learners' growth in Christian identity as critical thinking in the learning process supports learners in being analytical and rational. It allows students to actively explore, examine, and generate ideas within real-world scenarios significant to the learners. Christian Higher Education aims to produce morally transformed graduates with a Christian identity as agents of societal change. The researcher recommends that Christian Higher Education adopt critical thinking for their learners' knowledge, behaviour, skills, and attitude change.