The SPIRIT Framework is built around ten transversal skills that we believe can help today’s children prepare for tomorrow’s world. Rather than exploring them all at once, this series pauses to reflect on each one individually. Together, these ten skills form the heart of the framework: emotional awareness, regulation and communication; creativity; problem-solving; critical thinking; resilience; flexibility; curiosity, sense of wonder and openness; empathy; valuing people and nature; and connectedness. This time, we turn our attention to  critical thinking — a skill that has become increasingly important in a world where information is abundant, opinions are everywhere, and knowing what to believe is often more challenging than finding something to read.

Children begin life as natural questioners. Why is the sky blue? How does this work? What if…? Long before they learn about evidence or logical reasoning, they are already trying to make sense of the world around them. Somewhere along the way, however, those questions can become quieter. Sometimes children begin looking for the “right” answer rather than exploring different possibilities. The SPIRIT Framework reminds us that critical thinking begins by protecting that natural curiosity and helping it mature. It describes critical thinking as the ability to analyse information objectively, consider different perspectives and draw thoughtful conclusions based on evidence and reason rather than assumption alone. It is not about encouraging children to challenge everything they hear. It is about helping them become thoughtful learners who are confident enough to ask, “How do we know this?”, “Could there be another explanation?” or “What evidence supports this idea?”

Like every transversal skill, critical thinking develops gradually. Younger children begin by recognising simple patterns, asking questions and making sense of the world through concrete experiences. As they grow, they become increasingly able to compare ideas, justify their opinions, consider hypothetical situations and appreciate that two people can look at the same information yet reach different conclusions. They also begin to understand that changing one’s mind in light of new evidence is not a sign of uncertainty, but a sign of learning. These abilities cannot be taught through memorisation alone. They grow in classrooms where discussion is encouraged, different viewpoints are respected and mistakes are recognised as part of the learning process rather than something to be feared.

Perhaps one of the greatest responsibilities of education is not simply to provide answers, but to help children ask better questions. In many ways, that is the essence of critical thinking. It does not teach children what to think. It teaches them how to think—with curiosity, openness and careful reflection. In a rapidly changing world, where information will continue to grow but certainty may not, that may be one of the most valuable gifts we can offer the next generation.