An Analysis of Critical Thinking and Creativity Skills in English Textbooks at the Secondary Level of Sindh, Jamshoro

Abstract

This paper examines how well secondary-level English textbooks provided by the Sindh Textbook Board (STBB) enhance critical thinking and creativity skills, as mandated by provincial curriculum policy. In qualitative content analysis method, English textbooks at Grade IX and X levels were analyzed to determine the nature of the questions, activities and writing in the textbooks in terms of cognitive nature. The analysis followed predetermined pointers of higher-order thinking, such as analytical reasoning, evaluative judgment, and divergent-thinking dimensions, such as fluency, flexibility, originality, and elaboration. The results indicate that the textbooks are heavily dominated with rote-based and comprehension-level activities, and students have limited chances to perform a deep analysis, independent thought, or creative expression. There was a lack of critical literacy and the open-ended inquiry and writing activities were mostly reproductive rather than generative. The paper points out a huge mismatch between the curriculum requirement focusing on Higher-Order Thinking Skills (HOTS) and the pedagogical reality of textbook design. It concludes that the current textbooks cannot be used to promote the cognitive competencies of the 21st century and suggests extensive textbook re-writing, HOTS oriented assessment reform and specific teacher training to overcome the gap between the policy and the practice.