Exploring Critical Thinking Development Among University Students in Pakistan: A Phenomenological Study

This phenomenological study explored how undergraduate students experience barriers and facilitators to critical thinking development in Pakistani higher education. Using purposive sampling, 15 final-year Education students participated in semi-structured interviews. Data were analyzed using thematic analysis following Braun and Clarke's framework, with member checking ensuring trustworthiness. Eight interconnected themes emerged revealing complex barriers including social conformity pressures, institutional rigidities, financial constraints, and technological distractions. Students also identified enabling factors such as peer support, access to diverse perspectives, and institutional flexibility. The findings reveal how students navigate between conformity demands and critical engagement opportunities. The phenomenological approach provides rich understanding but limits generalizability. These insights inform institutional policies, pedagogical practices, and support systems needed to foster critical thinking in Pakistani higher education contexts. This research addresses a significant gap by providing insights into critical thinking development in an underrepresented Pakistani context.