The Relationship Between Critical Thinking and Moral Judgment Among University Students

Abstract

The main objective of this study is to analyze the relationship between critical thinking and moral judgment among university students across different faculties and departments. To examine this relationship, Kohlberg's theory of moral development and the Paul-Elder critical thinking framework are employed, as both theories provide insight into how critical thinking and moral judgment influence one another. The research follows a quantitative methodology; data were collected using a questionnaire and analyzed using SPSS software. The results indicate that students from science and engineering faculties and departments demonstrated higher levels of critical thinking, moral reasoning, and ethical reflection compared to students from the humanities, social sciences, and education faculties. Overall, students who were exposed to analytical and problem-solving learning environments were more likely to consider alternative options—beyond simple ‘yes’ or ‘no’ responses—when confronted with moral or ethical dilemmas. Moreover, applying critical thinking in moral judgment enables individuals to engage in dialogue across cultural, social, and ideological differences, thereby fostering an environment of mutual respect and shared responsibility, and ultimately cultivating active citizens who embrace others regardless of differences in culture, politics, nationality, or other forms of diversity.