Open Learning and Adaptive Assessment as Pedagogical Strategies for Fostering Critical Thinking

Abstract

In the digital era, the ability to think critically has become one of the most essential competencies for students, particularly at the high school level. Critical thinking not only equips students to analyze information and solve problems but also supports them in making rational and responsible decisions. This study aims to examine the role of open learning technologies and adaptive assessments in enhancing students’ critical thinking skills. Using a qualitative approach with a literature study method, the research analyzed peer-reviewed articles published between 2020 and 2024 that focus on digital learning practices and assessment models in secondary education. The findings show that open learning provides flexibility and independence, enabling students to access diverse resources and engage more deeply in the learning process. Meanwhile, adaptive assessments offer accurate and personalized evaluations by adjusting to students’ abilities and providing real-time feedback. The study concludes that integrating both approaches strengthens critical, analytical, and reflective thinking, while also supporting the goals of the Independent Curriculum.