ORIGINAL RESEARCH article
Front. Educ.
Sec. Digital Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1642266
Critical Thinking Development in a Quality Matters-Based Online Learning: Student Insights from a South African Higher Education Context
Provisionally accepted
- 1University of Johannesburg, Johannesburg, South Africa
- 2Kwara State University, Malete, Nigeria
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The transition in learning mode from traditional systems to online modes is attracting continuous attention globally. For quality assurance, universities are increasingly adopting online teaching design structured using standards like the "Quality Matters" (QM) rubrics, aimed at ensuring continuity and greater accessibility to education. This study investigates students' perception of the impact of online learning designed using QM on critical thinking (CT) development among accounting students at a South African university. Despite the widespread adoption of the QM for online learning platform design, research investigating its specific influence on CT is scarce.Grounded in the constructivist learning theory and the technology acceptance model, the research investigates four key objectives: the impact of QM-aligned online courses on CT, the effectiveness of structured course design in enhancing CT, the role of technology and institutional support in bridging the digital divide, and strategies for optimising online learning components to foster CT.Using data gathered through a structured questionnaire, the study employed principal component analysis (PCA) to identify six thematic components that significantly contribute to fostering CT development. Notably: the significance of engaging resources, course clarity, learner interaction, feedback, and technology accessibility. The findings underscore the importance of well-structured, accessible, and engaging platforms. It also highlights that technology and institutional support are pivotal to fostering CT development. Although limited to a single institution and relying on selfreported perceptions, the study offers valuable insights into optimising online course design.Therefore, this study provides recommendations for educators, institutions, and course developers, and offers a foundation for future research across diverse educational contexts.
Keywords: Critical Thinking, Online Learning, instructional design, Quality Matters, higher education, educational assessment
Received: 06 Jun 2025; Accepted: 04 Aug 2025.
Copyright: © 2025 Gold, Coovadia and Mahmood. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Nusirat Ojuolape Gold, University of Johannesburg, Johannesburg, South Africa
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