Abstract

Critical thinking capacity is an essential competency for military engineering students in the context of fundamental and comprehensive innovation in education and training, as well as the rapid development of military science and technology. Although the Military Technical Academy (MTA) has achieved certain initial results in developing this capacity among long-term training students, limitations still exist, including inconsistent critical thinking mindset, passivity, hesitation to express personal views, and restricted abilities in information processing, reasoning, rebuttal, and problem identification.
This study analyzes the current situation and proposes four basic synchronized solutions to enhance critical thinking capacity for long-term training students at the Military Technical Academy. The solutions include: (1) raising awareness and responsibility of relevant stakeholders and forces; (2) innovating the content, forms, and methods of enhancing critical thinking in alignment with the Academy’s training program output standards; (3) building a military pedagogical cultural environment that facilitates critical thinking development; and (4) promoting the proactive and self-disciplined role of students in self-improving their critical thinking capacity.
These solutions form a dialectical and organic system that mutually supports one another, aiming to overcome existing limitations while promoting strengths in the training process. The synchronized implementation of the proposed solutions will contribute to developing high-quality military engineers with sharp intellect, independent thinking, creative problem-solving abilities, and the capacity to meet the requirements of national construction and defense in the new era.