<![CDATA[The integration of critical thinking within the classroom enhances the educational experience by providing essential support to teachers in executing their responsibilities and fostering an environment where students can acquire knowledge more efficiently. This practice influences both instructional methods employed by teachers and the learning processes of students. In the context of Morocco, the majority of existing research underscores the significance of critical thinking within higher education. However, limited attention has been given to the implementation of critical thinking within Moroccan high schools. A considerable number of high school graduates lack proficient critical thinking abilities. As a result, it is imperative to incorporate critical thinking into education to facilitate the development of students' problem-solving skills and sound decision-making capabilities. This research endeavor seeks to explore whether a statistically noteworthy correlation exists between teachers’ level of use of critical thinking and their attitudes.]]>
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