Assessment of Sustainable Development Goals into Critical Thinking Skills in Tribal Students of Attapady

Abstract

Education for sustainable development, it becomes imperative to sensitize student teachers to evaluate diverse viewpoints and underscore the importance of applying such approaches in their teaching. Critical reflection, as a skill, should be nurtured early in schooling, proving indispensable for comprehending how individuals are conditioned by socio-cultural structures. It’s essential for problem-solving, decision-making, resilience, and ethical leadership, promoting sustainable development, empathy, and human rights. This study was conducted in the first tribal block of Kerala, Attappadi. The researcher attempted to ascertain the academic standing of the students from the Attappadi tribe. 251 primary, upper primary, and high school students from different schools of Attappadi served as the sample for this study. To evaluate the collected data, independent sample t test and multivariate analysis were used. The study reveals that children in Attappadi from high school, upper primary, and primary levels show significant differences in their critical thinking abilities based on both gender and community, while no significant differences were observed across the school levels themselves. Incorporating critical thinking into education encourages a flexible, dynamic way of thinking, fostering knowledge, accountability, and morality in a complex world. The findings imply a need for targeted interventions to enhance critical thinking skills and ensure equitable education access. This study contributes to understanding critical thinking within Attappadi educational context, highlighting the role of gender and community in shaping student abilities.