Psychological and Media Strategies for Fostering Critical and Creative Thinking in Students: A Contemporary Approach in Light of Saudi Vision 2030

Heba A. G. Elhelw; Maisa Abdellatif Abbas Ali; Reema Mahmoud Aloqlah; Mona Abdelmoneim Ebrahim; Sabrin Abdelaty Labib; Nagwa Ibrahim Albadaly

doi:10.63332/joph.v6i1.3927

Authors

Heba A. G. Elhelw Directory of library affairs, Imam Abdulrahman Bin Faisal University
Maisa Abdellatif Abbas Ali Liaison Librarian - Imam Abdulrahman Bin Faisal University - Directorate of Library Affairs - ILRC Department
Reema Mahmoud Aloqlah Assistant Professor , Self-Development Department, Deanship of Preparatory Year and Supporting Studies, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
Mona Abdelmoneim Ebrahim Associate Professor, Self-Development Department, Deanship of Preparatory Year and Supporting Studies, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
Sabrin Abdelaty Labib Assistant Professor ,Department of Early Childhood / College of Education, Imam Abdulrahman Bin Faisal University, The Kingdom of Saudi Arabia
Nagwa Ibrahim Albadaly Assistant Professor of Commercial Law, Quantitative Methods Department, College of Business Administration,Imam Abdulrahman Bin Faisal University Dammam, Saudi Arabia

DOI:

https://doi.org/10.63332/joph.v6i1.3927

Keywords:

Critical Thinking, Creative Thinking, Saudi Vision 2030, Educational Reform, 21st-Century Skills, Curriculum Development, Teacher Training, Assessment Practices, Innovation in Education

Abstract

This study investigates the strategies and outcomes of fostering critical and creative thinking skills among students within the context of Saudi Arabia’s Vision 2030 educational reforms. Vision 2030 emphasizes human capital development, moving education toward quality, innovation, and alignment with global competencies. The research synthesizes current literature, national policy documents, and empirical findings to articulate how curricular reform, teacher training, assessment practices, and technological integration contribute to developing higher-order thinking competencies. Utilizing a mixed-methods literature-based approach, this article highlights best practices, identifies systemic challenges, and proposes an integrative framework for educators and policymakers. Results show that educational transformation under Vision 2030 prioritizes the development of unified standards, critical judgment, and creativity, though implementation gaps persist—particularly in classroom practice and assessment alignment. We conclude with practical recommendations for teacher professional development, curriculum enhancement, and assessment policy to embed critical and creative thinking holistically across all educational levels.