Pedagogical Facilitation for Critical Thinking: the Action-Reflection Cycle as a Methodological Approach

The need to cultivate critical thinking has become more urgent than ever (Forawi, 2016; Woods & Rosenberg, 2016; Ku et al., 2019). In the Information Age, marked by the widespread dissemination of misinformation, individuals and societies face profound challenges to their identities, reshaping democratic citizenship and social interactions (Bennett & Livingston, 2018; Castells, 2010; Bauman, 2000). In this context, critical thinking emerges not only as a tool for personal discernment but also as a collective capacity essential for informed and responsible citizenship. This contribution centers on the role of the pedagogical facilitator - an educational professional - in fostering critical thinking as a foundation of citizenship education. As Dewey (1910) emphasized, critical thinking is indispensable for democratic life, equipping individuals to question assumptions, evaluate evidence, and engage in reasoned discourse. This intellectual autonomy underpins participatory citizenship, as advocated by frameworks like UNESCO’s Global Citizenship Education Framework (2015) and the Charter on Education for Democratic Citizenship (2010). However, these frameworks often struggle to reconcile the tension between the economic and civic dimensions of education. Critics such as Biesta (2020) and Laval and Vergne (2018) argue that an overemphasis on economic productivity diminishes education’s transformative potential to foster democratic engagement. Integrating critical thinking into citizenship education, therefore, addresses these challenging limitations, enhancing young people’s capacity to critically analyze and respond to societal issues. The central research question guiding this work is: How can a pedagogical facilitator improve their own practice while simultaneously fostering critical thinking in youth? To this end, I present methodological reflections based on a part of the doctoral research where the action-reflection cycle (McNiff, 2012) is here introduced as a dynamic process that encourages educational professionals to engage in continuous introspection and adapt their practices to support learners’ critical thinking development. In my role as a pedagogical facilitator, I employed tools such as reflective journals, art-based methods, and focus groups to foster critical thinking among participants while enhancing my own reflective practice. These tools provided opportunities for both the facilitator and the youth to engage in iterative cycles of reflection and action. By modeling introspection and adaptability, I aimed to create a participatory learning environment that encouraged dialogue, mutual learning, and the co-construction of knowledge. This dual focus reveals a symbiotic relationship between critical thinking and citizenship education: the former provides the analytical tools necessary to navigate societal complexities, while the latter situates this engagement within a framework of democratic participation and collective responsibility. As both facilitator and learner, the pedagogical professional plays a pivotal role in cultivating this intersection, fostering reflective, engaged, and autonomous individuals capable of contributing to a democratic society. In conclusion, by positioning reflection as central to both professional practice and pedagogy, educators can reclaim the transformative potential of education as a space for democratic engagement and societal renewal. The aim of this contribution is to present the methodology chosen for the field research conducted from January 2024 to November 2024, focusing on how I, as a pedagogical facilitator, fostered critical thinking in both the participants and myself. The study employs a qualitative research design grounded in an action research methodology (Wilson, 2016; Whitehead, 2018). Building on Dewey’s emphasis on experiential learning, the study operationalizes these ideas through the action-reflection cycle, as outlined by McNiff (2013). McNiff’s methodology directly connects with Dewey’s theory by emphasizing the iterative process of planning, acting, observing, and reflecting, which allows both participants and facilitators to engage in a continuous cycle of learning and improvement. To briefly introduce the field, the research has been carried out in a participatory research laboratory called B-YOUth Forum, which uses multidisciplinary research as a peer-to-peer strategy to support young people (aged 16-25) in participating consciously in the transitions taking place in societies and their territories. The project, promoted by the University of Milan-Bicocca (Milan, Italy) as part of the MUSA (Multilayered Urban Sustainability Action) project, involves local youth, students from high schools, trainees, PhD students, research fellows and professors from the mentioned University. In the context of the B-YOUth Forum - my field research - this structure provides a concrete setting for applying the action-reflection cycle and addressing the study’s twofold objective: 1) promoting youth critical thinking and 2) enhancing the pedagogical facilitator’s strategies. The methodological approach combines creative, observational, and dialogical tools. To reflect on my own practice, I utilized a reflective diary with autoethnographic elements (Tang, 2002; Mortari, 2002, 2015; Herrmann & Adams, 2024). Additionally, systematic observations and art-informed methods, like moodboards, were employed by both the facilitator and participants to create a shared space for reflection and meaning-making (McNiff & Whitehead, 2012; Barone, 1995; Biffi et al., 2021). Finally, this methodological foundation is complemented by Donald Schön’s concept of reflective practice, emphasizing the importance of self-reflection for continuous professional development (Schön, 1993; Mortari, 2004). The facilitator’s self-examination fosters adaptive pedagogical strategies, positioning the facilitator at the center of the research (McNiff, 2013; Newman & Farren, 2018). By documenting actions systematically, the facilitator can identify moments for growth and improvement (Knapper & Wright, 2001; Goodfellow, 2004). The reflective journal used in this research promotes active engagement through writing, drawing, and transforming pages, enhancing personal involvement and transcending conventional boundaries (Forni, 2021). The methodology (McNiff, 2009, 2017) proved to align well with the theoretical emphasis on critical thinking and reflexivity as essential for both young people and educational practitioners in the contemporary world (Dwyer, 2017; Halpern, 2014; Tsui, 1998). Empirical research conducted within the B-YOUth Forum revealed significant outcomes from both the facilitator’s and participants’ perspectives. As a pedagogical facilitator, reflective diaries enabled me to document and analyze pedagogical choices, improving my ability to mediate group dynamics and foster inclusive dialogue. This reflexivity allowed real-time adaptation of activities, ensuring relevance and engagement while addressing power imbalances and enhancing co-creation of knowledge. Maintaining systematic records, such as a research journal - as used in the presented research -, will serve as explicit documentation of key learning episodes and modifications in actions. Participants showed increased capacity to express views on societal issues using participatory tools and co-learning. Many questioned assumptions, compared perspectives, and evaluated evidence more critically, contributing thoughtfully. Others linked personal experiences to societal challenges or developed skills in analyzing visual and symbolic representations through artistic processes. These findings provide practical strategies for engaging youth while addressing ethical and contextual dimensions. While rooted in the local context of Milan, this work aspires to contribute to the ongoing and active debates surrounding these topics, which are currently the subject of extensive study. By engaging with international scholars from interdisciplinary perspectives, it aims to deepen these connections and promote a reciprocal flow of ideas that enhances both its theoretical and practical dimensions. The themes align with initiatives like the EU Youth Strategy 2019–2027, the Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education (2010), and the UNESCO Global Citizenship Education Framework (2015). These emphasize empowering youth with critical engagement skills and supporting educators in fostering reflective learning environments. By positioning the practitioner as a facilitator and employing innovative methodologies, this work may offer scalable insights for diverse European contexts, fostering active and informed citizenship.

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