Abstract
In the context of digital transformation, higher education is facing increasing demands to innovate teaching methods in order to foster essential soft skills among students. Among these, critical thinking and digital adaptability are considered two core competencies that enable learners not only to actively acquire knowledge but also to flexibly adapt to digital learning and working environments. This article explores the role of philosophy - not merely as an academic discipline, but as a pedagogical tool with the potential to simultaneously enhance both critical thinking and digital adaptability. While philosophy encourages logical reasoning and deep reflection, digital adaptability requires flexibility and initiative in a technology-rich environment, revealing a complementary relationship that can be leveraged in higher education. However, a review of the literature indicates a lack of concrete pedagogical models that integrate critical thinking and digital adaptability in the teaching of philosophy. This gap raises the central research question: How can critical thinking and digital adaptability be integrated into philosophy instruction to contribute to the development of soft skills among students in the context of digital transformation in higher education? Grounded in theoretical analysis and philosophical reasoning, this paper proposes an integrative model consisting of three key components: critical thinking, digital adaptability, and innovative teaching methods. This is the study’s primary contribution, offering not only a novel pedagogical approach to philosophy instruction but also a foundation for future applied and empirical research aimed at enhancing soft skill development in digitalized higher education.
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Van Vi, T. Critical thinking and digital adaptation in philosophy teaching: an innovative model to develop students’ soft skills in the context of digital transformation. SN Soc Sci 5, 205 (2025). https://doi.org/10.1007/s43545-025-01236-0
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DOI: https://doi.org/10.1007/s43545-025-01236-0