The influence of parental attitude, school climate, and classroom management on critical thinking: The significance of inclusive classrooms in higher education

Abstract

Despite the critical importance of critical thinking in higher education, a gap remains regarding how environmental factors shape these dispositions. This study examined the influence of school climate, classroom management, and parenting styles on university students' critical thinking dispositions, with an inclusive classroom climate as a mediator. The sample comprised 454 undergraduate education students, and data were collected via scales assessing discussion engagement, classroom management, school climate, parental attitudes, and critical thinking dispositions. Structural Equation Modeling revealed that a positive school climate (beta = .19, p < .01), authoritative classroom management (beta = .35, p < .01), and democratic parental attitudes (beta = .17, p < .01) significantly enhanced critical thinking. Moreover, an inclusive classroom climate mediated these effects, underscoring its role in fostering intellectual engagement. The findings highlight the importance of democratic, supportive educational environments and school-family collaboration to promote critical thinking within the framework of Ecological Systems Theory.