Abstract
This study examines the critical thinking abilities of aspiring teachers in the arts and humanities disciplines across two culturally distinct contexts: China and Kazakhstan. The research was conducted in 27 universities in Beijing, China, and 13 universities in Kazakhstan, involving a total of 636 teacher candidates (331 females and 305 males) aged between 20 and 60. A mixed-method research design was adopted, incorporating descriptive, analytical, and correlational approaches. Critical thinking was assessed using a researcher-developed instrument based on seven domains: Sensibility, Consciousness, Empathy, Adoption, Assumptions, Creativity, and Common Sense. The main objectives were to explore differences in critical thinking levels by age, gender, and cultural background; to compare low- and high-critical thinkers; and to identify which cognitive domains are most closely associated with strong critical thinking in each country. The main findings concluded that individual factors, including age, professional knowledge, and experience, were significantly related to critical thinking skills. The older participants scored higher on all domains of critical thinking. There were no statistically significant differences by sex or cultural background, so critical thinking appears to be a skill that any person can cultivate, regardless of demographic variables. These insights underscore the importance of targeted professional development in fostering critical thinking among future educators.