Instructional strategies for nurturing critical thinking skills in non-formal secondary education in Tanzania.

This article examines the instructional strategies used to nurture critical thinking skills in Non-Formal Secondary Education (NFSE) in Tanzania's Dar es Salaam Region. The study found that teachers predominantly relied on the lecture method, which limited learner engagement and critical thinking development, while interactive strategies such as problem-solving, questions and answers, group discussions, and oral presentations were rarely employed. A significant concern highlighted is that most NFSE teachers lacked formal teacher education and pedagogical training, affecting their ability to foster critical thinking. The authors argue that enhancing critical thinking in NFSE learners requires the adoption of interactive teaching methods and professional development programs to equip teachers with necessary skills. The study underscores the importance of critical thinking for learners' success in the 21st-century labor market and calls for systemic improvements in teacher qualifications and instructional practices within NFSE.