Nepal is very unique environment with rugged terrain and a large agrarian economy, which depends on agriculture for both livelihoods and food security. The country’s topography and history creates an environment which requires innovative, resilient approaches to agriculture and the food system. Developing critical thinking skills in Nepal’s undergraduate student population is very important as these individuals will be the next generation of farmers and policy makers tasked with addressing these complex issues. At the same time, understanding learners’ different styles can help identify how best to share information and best practices. I was excited to be part of a research team exploring how these dimensions—learning styles and critical thinking—intersect among Nepalese students.
Key Findings
Critical Thinking Differences – Female students gravitated toward “seeker” styles, while male students preferred “engager” approaches.
Academic Progression and Learning Styles – First-year students showed higher Concrete Experience (CE) preferences, whereas fourth-year students exhibited lower CE preferences.
Moderation by Gender – Gender moderated how “seeker” critical thinking connected with CE learning, with female students showing stronger engagement in experiential tasks.
Shifting Preferences Over Time – The influence of “seeker” style decreased as students advanced academically, indicating evolving learning needs.
Practical Recommendations
Tailored Teaching – Depending on group dynamics it may be appropriate to encourage more information-seeking approaches for some students; whereas facilitating discussion and group projects for other students may be more effective.
Progressive Curriculum Design – Integrate hands-on labs and field trips for first-year students; incorporate advanced, real-world case studies in senior-level courses.
Strategic Framing – Present experiential opportunities as data-gathering moments to align with “seeker” learners’ desire for comprehensive information.
Flexible Learning Pathways – Offer diverse activities (CE, RO, AC, AE) to accommodate shifting preferences throughout academic progression.
The findings from our study indicate there is a relationship between learning styles and critical thinking. By customizing instruction to align with these preferences agricultural educators in Nepal can foster more resilient, naturally predisposed critical thinking capacities. I've included the full manuscript below if you would like to read more. Please be sure to share your insights using the comments.
Lamm, A. J., Lu, P., Lamm, K. W., Oyugi, M. A., & Adhikari, S. (2025). A conceptual exploration of critical thinking style and learning styles: Supporting educational needs in Nepal. Journal of International Agricultural and Extension Education, 32(1). https://doi.org/10.4148/2831-5960.1451
Comments