Critical Thinking as a Catalyst for Solving Emerging Workplace Challenges Among Administrative Employees: A Field Study in Lebanese Private Universities

Abstract

With an evolving context in higher education, staff members working in higher education need strong thinking skills and competencies in finding solutions for arising organizational issues. The study examined the relationship between skills of critical thinking and that of finding solutions for problems for the administrative members in the private universities in Lebanon. The study followed the descriptive analytic approach where data were collected from (107) administrative members working in Beirut and its suburban private universities during academic year 2025–2026 via a closed-ended questionnaire based on a 5-Likert scale. Cronbach's alpha had obtained reliable values between 0.700 and 0.712 for internal consistency. Then the one-sample t-tests, Spearman rank coefficient of correlation, and one-way ANOVA were conducted. The results demonstrated moderate levels of critical thinking and problem-solving skills (M = 3.36) innovation and communication skills (M = 3.39), whereas training programs seemed to be perceived to be less effective (M=3.11). Also, significant correlation results revealed the existence of positive association between training programs and critical thinking (r = 0.787, p < .001), critical thinking and solving innovational problems (r = 0.869, p < .001), practical experience and solving problem (r = 0.769, p < .001). Finally, age was found to have significant impact on the level of critical thinking in the employees, F(2, 104) = 4.12, p = .019, η² = .073, where those aged 21–30 years possessed higher critical thinking skills compared to those who were 40+ years. There were no differences found in the level of critical thinking according to sex or experience years.