Abstract
This study proposes a pedagogical approach to inculcate critical thinking skills in teachers to enable them to better meet the demands of twenty-first-century education. It applies this approach on a group of pre-service teachers in Saudi Arabia and analyses their questionnaire-prompted reflections on the difficulty and efficacy of the framework. Results reveal that some (59 %) of the participants found the framework complicated and difficult to implement in practice. However, a larger majority (85 %) found it practical and effective in theory. Finally, this study critically reflects on the need to better prepare pre-service teachers to face the challenges of applying and teaching critical thinking skills by developing their own skills, particularly in the context of the Saudi government's commitment to improving education in the country over the next decade.