A Pathway Beyond Conventional Methods: Developing Critical Thinking in EMI Students Through Scenario-Based Learning  

The present research explored the efficacy of the Scenario-Based Learning Approach in the development of the critical thinking of 42 randomly selected students of the EMI Master's program of the Computer Science Department of Laghouat University, Algeria. Through its learner-centered pedagogy, SBL is highly aligned with the needs of 21st-century learners. The research followed a descriptive quasi-experimental method to evaluate the effect of SBL on the critical thinking of the targeted subjects. Data analysis was conducted through SPSS Software. The results showed that the SBL approach effectively enhanced students' engagement, motivation, and development of practical skills. The research noted a noteworthy enhancement of students' critical thinking ability, as indicated by significant differences in pre-test and post-test scores. The SBL approach also influenced the learning process positively, rendering retention, reasoning, and attention during video lessons more effectively. Additionally, the use of technology through audio-visual lessons also enhanced the learning process, working to suit the environment of the learners. Finally, the use of SBL encourages students to think critically about learning. Suggestions stemming from this research include integrating SBL into curriculum design across all disciplines, providing teacher professional development in SBL approaches, placing priority on technological integration in the teaching practice, developing rigorous assessment plans in conjunction with SBL, and advocating for further research on the long-term effect of SBL on student learning.

Scenario-Based Learning (SBL); descriptive quasi-experimental; critical thinking skills; technology; audio-visual lessons

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