Integrating Critical Thinking and Technology in Saudi EFL Classrooms: A Framework for Culturally Responsive Language Learning

Abstract

The integration of critical thinking (CT) and technology in English as a Foreign Language (EFL) classrooms has emerged as a vital pillar of Saudi Arabia's Vision 2030 educational reforms, which aims to foster innovation, global citizenship, and analytical competencies. However, systemic challenges—such as overcrowded classrooms, language proficiency disparities, and reliance on traditional rote-based assessments—hinder the effective implementation of CT-focused pedagogy. This study proposes a culturally responsive framework that combines CT development with innovative educational technologies to address these barriers. Utilizing tools such as artificial intelligence (AI), gamification, and multilingual scaffolding, the framework aligns CT activities with Saudi cultural norms and Vision 2030 goals. Employing a mixed-methods research design, the study investigates the perceptions, practices, and challenges of Saudi EFL educators through a 25-item Likert-scale questionnaire and semi-structured interviews with 25 participants. Findings reveal a strong consensus on the importance of CT for achieving Vision 2030’s objectives while identifying significant barriers, including limited teacher training, large class sizes, and the lack of culturally aligned EdTech tools. The study emphasizes the need for targeted professional development, policy alignment, and localized digital solutions to enhance CT integration. By addressing these systemic gaps, this framework provides actionable strategies to prepare a generation of critical thinkers who can navigate an evolving global landscape while preserving their cultural identity.