Elmas, Nicole Ayça Kassas2025-08-112025-08-112025-082025-08-07https://hdl.handle.net/11693/117429Cataloged from PDF version of article.Includes bibliographical references (leaves 192-213)This study investigates the critical thinking disposition (CTD) of undergraduate students at an EMI foundation university in Türkiye, as perceived by the students themselves and by their content professors. A survey was used to collect quantitative data from undergraduate students and content professors using the University of Florida Engagement, Maturity, Innovativeness (UF/EMI) critical thinking disposition instrument. Descriptive and inferential statistical analyses were used to explore and compare students’ and content professors’ perceptions of students’ CTDs overall and in terms of the subconstructs Engagement, Cognitive Maturity, and Innovativeness according to various demographic variables. Students (N = 82) reported moderate CTDs, and no overall significant difference was observed with regard to the demographic features of the students, although attendance in the pre-sessional English preparatory program was significant in terms of students’ Innovativeness. Content professors (N = 50) reported low moderate perceptions of student CTDs. No significant differences were observed for overall disposition. Most notably, significant differences emerged between student and professor perceptions, with professors perceiving students significantly lower than the students perceived themselves for overall CTD, and all three sub-constructs. These findings highlight potential mismatches between student self-perceptions and faculty expectations regarding critical engagement and suggest areas for context-aware approaches to fostering critical dispositions in EMI higher education.xvii, 219 leaves : charts ; 30 cm.EnglishCritical thinkingCritical thinking dispositionsEnglish for academic purposesEnglish medium instructionThesisB163159