Beyond the Curriculum: Aligning Critical Thinking Instruction with the Saudi Vision 2030 Human Capability Framework

Abstract

This exploratory study investigates the conceptualisation of critical thinking among English language practitioners within Saudi Arabian higher education and evaluates the pedagogical strategies employed in its delivery relative to the Human Capability Development Programme (HCDP). Using a qualitative research design, semi-structured interviews were conducted with five senior English language educators operating within a university preparatory year programme, and the resulting data were interpreted using multi-staged thematic analysis. The findings reveal divergent practitioner definitions of critical thinking and expose a transferability paradox: educators steadfastly advocate for explicit L2 critical thinking instruction despite holding a shared belief that critical thinking is an inherently transferable cross-linguistic meta-skill. Additionally, while top-down textbook structures provide an immediate classroom scaffold, they reveal critical gaps in sustained teacher professional depth. Ultimately, this paper argues for a strategic transition from performative curriculum delivery to sophisticated, practitioner-focused cognitive training to maximize the return on educational investment within the Kingdom's strategic framework