From Cognition to Critique: A Sociological Study of Cognitive Abilities and Critical Thinking Skills of Students at University Level in Pakistan

Abstract

This study examines the relationship between cognitive abilities and critical thinking skills among university students in Pakistan, adopting a sociological perspective to understand how social, cultural, and institutional factors shape intellectual development. Using a quantitative cross-sectional survey, data were collected from 316 students enrolled in four year BS programs within the Faculty of Social Sciences at a public sector university. The study employed a structured questionnaire to assess students’ cognitive capacities, critical thinking skills, and related academic behaviors. Data analysis through descriptive statistics revealed significant variations in students’ critical thinking abilities, highlighting the influence of socio-cultural background, pedagogical practices, and access to educational resources. The findings suggest that cognitive abilities provide the foundation for learning, critical thinking development is mediated by social interactions, institutional structures, and educational practices. The study underscores the importance of integrating participatory and reflective teaching strategies in higher education curricula to foster intellectually capable, analytically skilled, and socially aware graduates. These insights contribute to a sociologically informed understanding of cognitive and critical skill development in the Pakistani university context.