In the context of rapid globalization and the increasing complexity of knowledge economies, higher education institutions are required to prepare students not only with disciplinary knowledge but also with advanced cognitive competencies, particularly critical thinking. Despite its recognized importance, critical thinking remains insufficiently developed among many university students, especially in English as a Foreign Language (EFL) contexts where traditional, teacher-centered methodologies dominate. This study proposes and empirically examines an integrative methodology designed to enhance critical thinking skills among higher education students. The approach combines cognitive, communicative, and reflective dimensions of learning, embedding critical thinking development into language instruction through task-based, collaborative, and reflective practices. A quasi-experimental design was implemented involving 60 undergraduate students divided into experimental and control groups over a 12-week period. The experimental group received instruction based on integrative tasks, including problem-based learning, debates, case studies, and reflective writing, while the control group followed conventional lecture-based instruction. Data were collected through standardized critical thinking tests, analytic rubrics, classroom observations, and reflective journals. The findings indicate statistically significant improvements in the experimental group across key critical thinking dimensions, including analysis, evaluation, and inference. Qualitative data further reveal increased student engagement, autonomy, and metacognitive awareness. The study concludes that an integrative approach provides a robust framework for developing critical thinking in higher education and offers practical implications for curriculum design, teacher training, and pedagogical innovation.

Critical thinking, integrative approach, higher education, EFL, reflective learning, communicative competence

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