Enhancing University Students' Critical Thinking Skills Through the Implementation of Critical Multiliteracy Pedagogy

Abstract

Improving the quality of higher education in the 21st century requires a paradigm shift from conventional literacy toward a more comprehensive approach, specifically through the implementation of critical multiliteracy pedagogy. This study aims to conduct an in-depth analysis of the effectiveness of the multiliteracy learning model in enhancing university students' critical thinking skills. Employing a qualitative approach with a case study design, data were collected through participant observation, in-depth interviews, and document analysis of students at a higher education institution. The findings reveal that multiliteracy learning—which integrates sociocultural contexts, cross-media comprehension, and collaboration—significantly transforms students' cognitive abilities. Students are not only able to comprehend texts literally but also deconstruct meanings, evaluate biases, and synthesize information from various digital and print sources. The discussion elaborates on three primary findings: the conceptualization of multiliteracy pedagogy in the classroom, the students' cognitive transformations, and the sociocultural challenges encountered during implementation. The conclusion of this study asserts that critical multiliteracy is not merely reading and writing skills, but an essential instrument for complex problem-solving. This research recommends the restructuring of higher education curricula to integrate multiliteracy holistically to prepare adaptive and analytical graduates.