International Journal of Humanities, Social Sciences and Communication

Critical thinking and problem-solving skills are increasingly recognised as indispensable competencies in modern education, particularly in the context of rapidly changing social, economic, and technological landscapes. This paper examines the conceptual foundations, theoretical frameworks, and pedagogical practices associated with critical thinking and problem-solving, with a specific focus on the Indian education system. Drawing on national policies such as the National Education Policy (NEP) 2020 and the National Curriculum Framework (NCF), the study analyses how these skills are articulated in policy documents and the extent to which they are reflected in institutional practices at school and higher education levels. The paper highlights persistent gaps between policy intent and classroom realities, including an overreliance on rote learning, limited assessment of higher-order thinking, and inequities related to language, geography, and resources. It further explores effective pedagogical approaches—such as inquiry-based learning, Socratic methods, interdisciplinary teaching, technology-enabled learning, and formative assessment—that have demonstrated potential in cultivating these skills. Emphasis is placed on curriculum alignment, teacher preparation, metacognition, and assessment reform as key levers for sustainable change. The paper concludes that a systematic, context-sensitive, and inclusive approach is essential for embedding critical thinking and problem-solving skills across Indian education, thereby preparing learners for lifelong learning and informed participation in society.