Enhancing critical thinking and ethical decision-making through learner-centered strategies in business education

This study investigated the integration of andragogical and pedagogical strategies in critical thinking training to enhance analytical and ethical decision-making skills among business students at Makerere University Business School (MUBS). While critical thinking is globally recognized as essential in higher education, limited research has explored structured instruction tailored to the Ugandan business education or broader African context. This study addresses this gap by examining the deficiency in current training, particularly in fostering both analytical reasoning and ethical awareness among learners. The study explored four questions: (1) To what extent does critical thinking training improve analytical abilities? (2) How does it impact message crafting skills? (3) What is its effect on ethical decision-making? and (4) How does critical thinking proficiency relate to the effectiveness of business communication in professional contexts? Using a convergent parallel mixed methods design, the study combined quantitative assessments through quasi-experimental pre-test/post-test evaluations with qualitative insights from semi-structured interviews and focus group discussions to deepen interpretation. Statistical analysis using SPSS and thematic analysis via NVivo showed significant improvements in the trained groups (p < 0.001) including gains in analytical reasoning (26.3%), persuasive communication (21.7%), and ethical decision-making (26.6%). These findings provide practical implications for curriculum reform aimed at equipping graduates with essential 21st-century competencies for the modern workplace.