Abstract

The study aimed to identify the degree to which the faculty members at the University of Tabuk possess critical thinking skills. The current study relied on the descriptive approach, for its suitability to the nature of the study, and a controlled tool was used to collect data from the study sample members (65) phrases that measure the degree to which faculty members possess at the University of Tabuk for critical thinking skills. The study sample was chosen by a stratified random method, where the study sample amounted to (160) members of the teaching staff at the University of Tabuk in the Kingdom of Saudi Arabia. The results of the study showed that the degree of possession of critical thinking skills by the faculty members at the University of Tabuk came at the general level with a high degree of possession with an arithmetic mean (4.00) and a percentage (80.0%) on all dimensions of the scale with a high degree, where the averages ranged between (3.90-4.08). In percentages that ranged between (78- 81.6%), there were statistically significant differences in the degree to which faculty members at Tabuk University possess critical thinking skills due to the gender variable in favor of the female category while there were no statistically significant differences in the degree of faculty members' possession of critical thinking skills in the University of Tabuk Critical Thinking Skills due to the variable of specialization, academic rank and number of years of experience. The study came out with the most important recommendations, the most important of which are: preparing a training program for faculty members in developing critical thinking skills; helping them to be more effective in learning, teaching, and problem-solving situations.