Critical Thinking Skills and Their Relationship to the Ability to Address Emerging Problems among Administrative Employees in Private Universities in Lebanon: A Field Study

الملخص

This study examined the relationship between critical thinking skills and the ability to address emerging problems among administrative employees in private universities in Lebanon. Using a descriptive analytical approach, data were collected from 107 administrative employees working in private universities in Beirut and its suburbs during the academic year 2025–2026. A structured questionnaire based on a five-point Likert scale was utilized, and the reliability of the instrument was confirmed through Cronbach's alpha coefficients ranging from 0.700 to 0.712. One-sample t-tests, Spearman rank correlation coefficients, and one-way ANOVA were applied. The results revealed moderate levels of critical thinking and problem-solving skills (M = 3.36) and innovation and communication skills (M = 3.39), whereas perceived training program effectiveness was lower (M = 3.11). Statistically significant positive correlations were confirmed: training programs and critical thinking (r = 0.787, p < .001), critical thinking and innovative problem-solving (r = 0.869, p < .001), and practical experience and problem-solving (r = 0.769, p < .001). One-way ANOVA revealed a significant age effect on critical thinking levels, F(2, 104) = 4.12, p = .019, η² = .073, with younger employees (21–30 years) demonstrating significantly higher critical thinking compared to employees aged 40 years and above. Gender and work experience did not yield significant differences. The study concludes with recommendations for targeted professional development programs addressing identified competency gaps.