A Multidisciplinary Analysis of Critical Thinking: Opportunities for Ability Transfer and Collaboration

Critical thinking (CT) is essential for students engaged in multidisciplinary innovation and complex problem-solving, yet disciplinary differences in CT remain underexplored. This study investigates the unique characteristics of CT among students from various disciplines when tackling complex problems. Using a quasi-experimental design, this study recruited 80 undergraduates from management, design, engineering, and science disciplines in a service design course. Multidisciplinary collaboration was facilitated through the nominal group technique, with service design task modules encompassing core CT abilities (CTAs) and standards (CTSs). Task outputs were assessed for CTA, CTS, and design concept criteria, with analysis of variance examining differences in these scores among disciplines. A "score change space" was introduced to quantify each discipline's contribution to design concepts. Results indicate that design and management students outperformed engineering and science students in CTAs and CTSs. Management students contributed the most robust CT insights, design students showed consistency in CT, while engineering and science students, though scoring lower, demonstrated distinct strengths and developmental potential. These findings underscore the value of drawing on each discipline's complementary strengths to foster interdisciplinary CT growth in collaborative settings.