Развитие критического мышления и межкультурной компетентности с помощью сократического метода и метода «Шесть шляп мышления» де Боно: обзор литературы

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Developing

Critical

Thinking

and

Intercultural

Competence through Socratic Questioning and de Bono’s

Six Thinking Hats: A Literature Review

Malikakhon RAKHIMDJANOVA

1

Uzbekistan State World Languages University

ARTICLE INFO

ABSTRACT

Article history:

Received February 2025

Received in revised form

28 February 2025
Accepted 20 March 2025

Available online

15 April 2025

In this article, we evaluate how the Socratic Method,

combined with de Bono’s Six Thinking Hats technique, supports

students in developing critical thinking and intercultural

competence. Research indicates that the Socratic Method

enhances students’ analytical abilities as well as their

communication skills in higher education, while the Six

Thinking Hats method offers structured decision-making

platforms for student development. We predict strong

outcomes from these educational approaches in stimulating
cognitive development and student engagement within

Uzbekistan’s higher education system. Integrating these

methods into the academic curriculum helps students

strengthen their problem-solving skills and improve cross-

cultural interaction.

2181-

1415/©

2025 in Science LLC.

DOI:

https://doi.org/10.47689/2181-1415-vol6-iss3/S-pp

277-286

This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)

Keywords:

critical thinking,
intercultural competence,
Socratic questioning,

Six Thinking Hats.

Sokratik savol-

javob va de Bono ning “Oltita qalpoq”

usuli orqali tanqidiy fikrlash va madaniyatlararo
kompetensiyani rivojlantirish: Adabiyotlar sharhi

ANNOTATSIYA

Kalit so‘zlar

:

tanqidiy fikrlash,

madaniyatlararo

kompetensiya,

Sokratik savol-javob,

Oltita qalpoq usuli.

Ushbu maqolada biz Sokratik savol-javob va de Bono ning

“Oltita qalpoq” usulining tanqidiy fikrlash va madaniyatlararo

kompetentligini rivojlantirishdagi o‘rnini tahlil qildik. Tadqiqot

natijalariga ko‘ra Sokrat usuli oliy ta’lim tizimida talabalarning

tah

lil qilish qobiliyatlari va muloqot ko‘nikmalarini

1

Senior Teacher, Department of Integrated Course of English language №2, Uzbekistan State World Languages

University. E-mail address: malikarahimdjanova80@gmail.com

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rivojlantirishi, hamda de Bono usuli talabalarda qaror qabul

qilish ko‘nikmalarini rivojlantirishi aniqlangan. Ushbu ta’limiy

yondashuvlarning O‘zbekiston oliy ta’lim tizimida talabalarning

kognitiv rivojl

anishi va o‘quv jarayoniga jalb etilishida yuqori

samaradorlik berishini prognoz qilmoqdamiz. Ushbu ta’lim

usullarining o‘quv dasturiga integratsiyalashuvi talabalar

uchun muammolarni hal qilish va madaniyatlararo muloqot

qobiliyatlarini yana-da rivojlantirishga yordam berishi mumkin.

Развитие критического мышления и межкультурной

компетентности с помощью сократического метода и

метода «Шесть шляп мышления» де Боно: обзор

литературы

АННОТАЦИЯ

Ключевые слова:

критическое мышление,

межкультурная

компетентность,

Сократический метод,

Шесть шляп мышления

.

В данной статье проанализировано, каким образом метод

Сократа в сочетании с методом «Шесть шляп мышления»

Э. де Боно способствует развитию критического мышления и

межкультурной компетенции у студентов. Исследования

показывают, что метод Сократа способствует формированию

аналитических способностей и развитию коммуникативных

навыков в системе высшего образования, тогда как метод

«Шести

шляп»

предоставляет

структурированную

платформу для

принятия решений. Предполагается, что

применение этих подходов окажет положительное влияние

на когнитивное развитие и уровень вовлечённости

студентов в условиях высшего образования в Узбекистане.

Интеграция указанных методов в образовательные

программы способствует формированию у студентов

устойчивых навыков решения проблем и эффективного

кросс

-

культурного взаимодействия.

INTRODUCTION

Recent reforms in Uzbekistan’s education system place increasing emphasis on the

development of critical thinking (CT) and intercultural competence (IC) to meet the

demands of globalization. Higher education in Uzbekistan must cultivate these abilities as

the academic and professional sectors become more aligned with international

standards. Among various pedagogical

approaches, Socratic questioning and de Bono’s

Six Thinking Hats stand out for their effectiveness in fostering analytical reasoning and

multi-dimensional thinking. The integration of Socratic questioning with the Six Thinking

Hats method enables learners to engage in in-depth rational inquiry and examine

problems from multiple perspectives. This research examines the impact of

implementing these methods on the development of CT and IC within Uzbekistan’s

education system by evaluating local applications and assessing global readiness.

LITERATURE REVIEW

Critical thinking (CT) and intercultural competence (IC) remain among the most

pressing challenges in higher education, as institutions continue to require students to

engage intelligently with diverse perspectives in an increasingly globalized academic

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environment. Based on current research, the combination of de Bono’s Six Thinking

Hats approach and Socratic questioning appears to offer promising outcomes in skill

development.

This review examines existing literature to evaluate the impact of these teaching

methods on the development of CT and IC. Critical thinking, identified by researchers as a
key capability for both academic and professional success, involves what Facione (1990)

defines as “purposeful, self

-

regulatory judgment,” which includes interpretation, analysis,

evaluation, and inference. Acquiring these competencies enables students to think
logically, solve problems effectively, and make informed decisions.

In addition, intercultural competence, as defined by Deardorff (2006), is essential

for learners to engage in meaningful and effective interactions with individuals from
diverse cultural backgrounds. Successful intercultural interaction requires adaptive
thinking, empathy, and an understanding of cultural differences.

Socratic questioning serves as a method of intellectual learning based on Socrates

that promotes thinking critically while involving minds deeply (Paul & Elder, 2007).
By employing this method, students learn to elaborate their thinking while providing
evidence for their assumptions together with evaluating different viewpoints (Figure 1).
Research results indicate that organized Socratic dialogue helps university students
enhance their cognitive flexibility and self-regulation abilities (Abdullah et al., 2022).

Figure 1. Types of Socratic Questions

Source: Frisinger, S. L. (2024). Critical thinking and Socratic questioning.

Embry

–

Riddle Aeronautical University.

Chang (2023) conducted research which demonstrated how Socratic questioning

within computer-assisted learning supports students to develop analytical performance
and information processing skills to enhance their course content engagement.
Kusmaryani (2021) revealed that Socratic questioning helped English Foreign Language
(EFL) students develop better argumentative skills together with stronger abstract
reasoning abilities.

Questioning the Question

–

Reflects on the nature of inquiry itself.

Example:

"Why is this question important?"

Implications & Consequences

–

Predicts outcomes of ideas.

Example:

"What follows if we accept this?"

Exploring Perspectives

–

Encourages considering different

viewpoints.

Example:

"How would someone else see this?"

Probing Evidence

–

Evaluates the basis of claims.

Example:

"What evidence supports this?"

Probing Assumptions

–

Examines hidden premises shaping

reasoning.

Example:

"What assumptions are we making?"

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Socratic questioning serves as an intercultural competence method that targets

ethnocentric views while developing cultural empathy between people. The authors

Khatami and Hassankiadeh (2015) maintain that structured inquiry methods that offer

diverse perspectives help students identify cultural awareness and achieve better

intercultural understanding.

The cognitive method from Edward de Bono’s Six Thinking Hats provides parallel

thinking capabilities through designated thinking modes, according to De Bono (1986).

Students use the white hat for facts and the red hat for emotions, while the black hat

provides caution and the yellow hat brings positivity and the green hat fosters creativity

before applying the blue hat for process control.

Figure 1. A synthesis of De Bono’s six thinking hats model.

Research documents that using this teaching method enhances learners critical

thinking skills materially. Kivunja (2015) proved its usefulness by applying it at universities

to boost student decision-making capabilities alongside problem-solving abilities. The

method encountered success by Hani et al. (2017) when tested at high school levels because

it delivered structured logical reasoning with cohesive discussion patterns.

The researchers Gürsoy and Özcan (2022) conducted their study about

intercultural competence by applying the Six Thinking Hats methodology in an English as

a foreign language classroom. The structured methodology enabled students to discuss

cultural differences, which evolved their judgments into intellectual curiosity about

different cultures. The Blue Hat revealed its effectiveness in directing group discussions

in a manner that led participants toward cultural diversity reflection and enhanced

teamwork cohesion, according to Li and Lin (2021).

According to Setyaningtyas and Radia (2019), Socratic questioning allowed more

natural critical dialogue, yet the Six Thinking Hats approach delivered organized learning

benefits to students who needed structured thinking methods. A combination of both

questioning techniques offers students the best learning results.

White Hat

–

Information and Facts

Focuses on objective data, statistics, and facts.

Helps identify gaps in knowledge and areas requiring further research​.

Red Hat

–

Emotions and Intuition

Encourages individuals to express their feelings, instincts, and gut reactions.

Allows emotions to be acknowledged as part of the decision-

making process​.

Black Hat

–

Caution and Risk Assessment

Focuses on identifying potential risks, downsides, and weaknesses in an idea.

Encourages a critical examination of potential failures and obstacles​.

Yellow Hat

–

Optimism and Benefits

Highlights positive aspects, feasibility, and benefits of a particular idea.

Helps in reinforcing why an idea should be pursued despite potential risks​.

Green Hat

–

Creativity and Innovation

Encourages brainstorming and alternative solutions.

Promotes lateral thinking and novel approaches to problem-

solving​.

Blue Hat

–

Process and Organization

Functions as a meta-cognitive tool that organizes and manages the thinking process.

Helps establish an action plan and regulate the sequence of thought processes​

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METHODOLOGY

This study involved a systematic review of literature published between 2015 and

2025 to identify recent advancements in the field. A range of academic databases and

search engines

–

such as Google Scholar, ERIC, Web of Science, and regional academic

journals

–

were utilized to ensure comprehensive and inclusive coverage.

Key search terms included: Socratic questioning, Socratic method, Six Thinking

Hats, critical thinking, intercultural competence, intercultural communication, and

education. The search strategy was narrowed to focus on peer-reviewed sources,

including journal articles, conference papers, and dissertation studies that presented

empirical evidence of learning outcomes.

The review incorporated both English and non-English sources, with particular

emphasis on research from diverse cultural contexts. Special attention was given to the

contributions of Uzbek and Russian scholars, whose work reflects regional cultural

perspectives relevant to the study.

RESULTS

Table 1.

Key Findings on Critical Thinking (CT) and Intercultural Competence (IC)

Study (Authors, Year,

Country)

Methodology & Context

Key Findings

Shaheen & Mahmood

(2024, Pakistan)

Correlational

study

in

secondary science classes.

Measured

frequency

of

teacher’s Socratic questions

and students’ CT skill levels.

Strong correlation between Socratic

questioning and critical thinking improvement.

More probing questions led to better student

analysis and reasoning.

Gunawan et al. (2024,

Indonesia)

Case study in university

EFL course with Socratic

questioning throughout one

semester.

50% of students showed stronger problem-

solving skills and deeper analysis. Dialogic

format increased participation, confidence,

and intercultural dialogue.

Langen & Stamov

Roßnagel (2023,

Germany)

Survey of East Asian

students

in

a

Western

university,

measuring

engagement with Socratic

questioning.

Cultural differences influenced engagement

with Socratic dialogue. Higher stress in

unfamiliar

discourse;

suggests

gradual

adaptation strategies.

Ekahitanond (2018,

Thailand)

Quasi-experimental study

using Six Thinking Hats in

online discussions.

Significant post-test improvement in

reasoning and issue analysis. Higher

interaction and engagement, suggesting

openness to peers' ideas.

Mansurova (2024,

Uzbekistan)

Quasi-experiment in B2-

level EFL students using Six

Thinking Hats.

Greater improvement in analysis and

evaluation

skills.

Encouraged

multiple

viewpoints, likely fostering empathy and

perspective-taking.

Vershinina &

Kocheva (2015,

Russia)

Observational study of

foreign students using Six

Thinking Hats for adaptation.

Improved problem-solving and objective

analysis. Helped students integrate, increasing

motivation and cultural understanding.

The statement claims Socratic-type questioning with the structured modes of

thinking, like the Six Thinking Hats, encourages development of critical thinking and even

improves intercultural competence. In relation to Shaheen & Mahmood’s (2024) study in

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Pakistan, there is undoubtedly a link between Socratic questioning in secondary science

classrooms and students’ development of CT skills. The study suggests that teachers’

questions facilitate development of greater analytic and critical thinking skills among

students. The results highlight why traditional teaching needs to be replaced with

dialogic instruction to foster higher-order thinking skills, which is particularly

challenging in contexts where students are conditioned by rote learning strategies.

Research by Gunawan et al. (2024) on Socratic questioning and an Indonesian

university EFL course supports one of the assumptions. At the end of the mark period,
which lasted one semester, participants were assessed on their problem-solving and
analysis performance, and half of them did better than at the beginning of the semester.
The cultural instructional dialogue led to higher levels of student engagement and
confidence as well as cultural knowledge by students. The qualitative research conducted
at the institution identifies Socratic questioning as a major construct that develops
critical thinking and functions as a culture.

Gunawan et al. (2024) progress an Indonesian university EFL course and the

significance of Socratic questioning as the course comes to an end. Throughout the
semester evaluation, close to fifty percent of the participants registered better
performance in problem-solving and analytic activities. The conversation enhanced the

learners’ involvement and confidence in addition to teaching cu

lture to the students. The

specific educational institution research legitimizes the use of Socratic questioning as a
pedagogy that not only fosters critical thinking but also functions as a tool for cultural
dialogue in multi-ethnic and multi-cultural classrooms.

The effectiveness of Socratic dialogue depends on cultural norms according to

Langen & Stamov Roßnagel (2023) who looked at students from East Asia attending a

Western university. According to the findings, students suffered anxiety due to some d/of
what was referred to as novel modes of communication, meaning that learners from
different cultures require more time for adaptation. There is an importance of sensitivity
toward culture as the mounting need becomes clear that instructors have to help
learners work through Socratic questioning or other methods and techniques.

The study conducted by Ekahitanond (2018) in Thailand proves that structured

critical thinking sets, such as Six Thinking Hats, are beneficial, particularly in online
learning environments. Participants demonstrated significant improvement in mental
reasoning and breakdown of issues through the Six Thinking Hats technique. The
structured method also produced increased peer interaction and positive engagement

with students’ ideas because it created an interactive learning environment. The

appropriate frameworks show that it is possible to simulate real classroom discussions in

an online environment while aiding students’ cognitive and social skills development.

Mansurova (2024), in her quasi-experiment on Uzbekistan B2 level EFL students,

and Vershinina & Kocheva (2015) in their study of Russian students, noted these features
of the Six Hats technique. The approach used by Mansurova allows for the formation of
multiple views, which is beneficial in fostering intercultural competence and perspective.
The findings by Vershinina and Kocheva show how the Six Hats approach helps foreign
students to adapt to new academic and cultural settings by increasing their motivation
and understanding of the culture. This mixture of studies shows how standardized
approaches to critical thinking facilitate effective development of intellectual and
multicultural learning outcomes of different student populations.

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DISCUSSION

Critical thinking along with intercultural competence can be thought as a

fundamental pillar for modern education system in today's society. Paul & Elder (2006)

and de Bono (1985) maintain that combining Socratic questioning with de Bono’s Six

Thinking Hats framework creates an effective pedagogical approach to develop these
competencies. According to Edward de Bono (1985), Six Thinking Hats provides parallel
thinking to break down issues while using six cognitive perspectives to develop
systematic examinations of multiple viewpoints. People in educational settings actively
utilize this strategy because it effectively unites analytical depth with inventive
resolution skills to create an adaptable learning tool for preparing students to work in
mixed cultural settings while encountering complex societal problems (Almeida &
Simonson, 2021). Interpersonal understanding and the elimination of cultural prejudices
have been significantly improved through the Six Thinking Hats methodology as an
essential capability for empathy development. In 2021, Almeida and Simonson conducted
a study on EFL learners who used a modified Six Thinking Hats approach that
transformed their cultural judgments into exploratory behavior. Through the assignment
of white and red hats during scaffolded dialogue, students could evaluate cultural norms
using objective facts and emotional responses. The modified approach helped learners to
avoid hasty stereotyping and developed their capability to place cultural variations in
their historical and social context. This demonstrates how the model enables educational
transformation from information-based learning into purposeful reflective practice in
intercultural studies.

The Six Thinking Hats create an environment that develops creativity beyond what

traditional educational approaches typically suppress. Taylor and Lee (2018) performed
experiments between traditional brainstorming and Six Hats-guided activities that showed
Six Hats led to a 40% rise in original ideas especially throughout the green hat phase.
Researchers believe the framework creates distinct ideation segments, which both reduce
mental stress and stop initial thoughts from controlling group discussions. Engineering
students designing sustainable infrastructure structures claimed that the green hat phase
freed them from initial criticism so they could generate biomimicry-inspired
unconventional designs. The Six Hats method

develops elements that align with Amabile’s

(1996) theory, which explains creativity as a dynamic system where motivation combines
with domain knowledge and cognitive flexibility. Cognitive Development: Structuring
Thought for Advanced Learning Through the Six Thinking Hats model, students achieve
cognitive ability development by receiving support in advanced thinking processes.
According to De Bono (1985), the systematic implementation of Six Hats through blue hat
sequencing tasks and yellow hat discovery of opportunities trains students to move
between analytical thinking and imaginative thinking modes successfully. Students who
participated in the method through two academic years, according to Nguyen and Patel
(2022) demonstrated substantial improvements in lateral thinking along with
metacognitive regulation. The model develops learners with adaptable skills that enable
them to succeed in diverse fields by enabling them to conduct hypothesis testing in science
as well as literary analysis thus leading to lifelong adaptability.

The integration of Socratic questioning and the Six Thinking Hats offers a holistic

framework for addressing the dual imperatives of critical thinking and intercultural
competence. By systematizing cognitive processes while encouraging intellectual

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humility and creativity, this approach equips learners to engage with global challenges
thoughtfully and innovatively. As educational paradigms shift toward interdisciplinary
and culturally responsive pedagogies, such models will remain vital in preparing
individuals to navigate

–

and shape

–

an increasingly complex world.

CONCLUSION

Studies conducted in recent times demonstrate that Socratic questioning proves

effective in fostering critical thinking in different educational settings. Gunawan et al.
(Gunawan et al., 2024) observed that Socratic questioning applied during university classes
led to increased critical thinking capabilities and improved cognitive involvement among
students. Students who received Socratic questions as part of flipped classroom instruction
showed better critical thinking abilities and argumentative writing skills, according to Chang
et al. (2024). The application of Socratic questioning creates circumstances that support
profound intellectual involvement and analytical thinking processes.

However, we should highlight that Socratic questioning faces some obstacles when

implemented. The research by Hu et al. (2022) indicates that Socratic questioning helps
students understand and remember concepts better but facilitators need specific skills to
manage student unease toward direct questioning, which is foreign to their academic
practice. According to Katsara and De Witte (2019), students need a classroom
environment that inspires open discussion because they will first be reluctant due to
concerns about judgmental or critical feedback from peers.

People recognize the Six Thinking Hats approach for creating ordered thinking

routines and advancing multicultural competency skills. Research conducted by Gürsoy
and Özcan (2022) proved that using the

model within English as a Foreign Language

(EFL) instruction led to increased intercultural awareness for students. The methodical
framework of Six Thinking Hats provides learners with an organized way to analyze
multiple cultural viewpoints, which creates both sensitivity towards others and mental
openness.

The Six Thinking Hats method works well in many educational settings. It helps

students look at problems from different angles instead of just their view. When students
use this method, they can work together better and solve problems with less conflict.
Both the Six Thinking Hats and Socratic questioning have challenges. Teachers need good
skills to use Socratic questioning effectively. For the Six Hats method, careful planning is
needed to balance different thinking styles.

Future research should study how these methods work in online classes and

hybrid learning. Long-term studies would help us understand how these approaches
affect student thinking over time. Looking at how technology can improve these methods
is also important for future research.

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