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This study conducted a comparative analysis of critical reading skills among engineering students at private universities in Malaysia and Vietnam, using the Programme for International Student Assessment (PISA) reading framework. Involving 182 undergraduates, the research included a quantitative critical reading test followed by statistical analysis (T-tests) to examine score variability among first-year and final-year students. The analysis revealed significant performance differences among first-year students but not among final-year students from both countries. To complement the quantitative data, semi-structured interviews with 16 participants across different critical reading levels were conducted. These interviews aimed to capture students' perspectives on the PISA test, highlighting challenges such as the Western orientation of texts, English vocabulary, and the format of open-ended questions. Integrating quantitative and qualitative methods, the study offers an in-depth understanding of the critical reading abilities of engineering students in Malaysia and Vietnam, underscoring the importance of considering cultural and linguistic factors in educational assessments.

IntroductionIn the rapidly evolving digital landscape, the imperative for success has increasingly spotlighted the essential need for students to develop critical thinking and reading skills as key competencies for the 21st century. This study sought to explore the potential of constructivism to enhance learners’ critical thinking and reading abilities, alongside evaluating their receptiveness to this pedagogical approach.MethodsA mixed-methods research design was employed, combining a quasi-experimental framework with semi-structured interviews. The quasi-experimental component compared the effectiveness of constructivist and traditional teacher-centered methods in promoting critical thinking skills. Semi-structured interviews were conducted to gauge participants’ satisfaction with the constructivist approach and to gather qualitative data on their experiences.ResultsThe investigation yielded two principal findings. First, the constructivist approach significantly outperformed traditional teacher-centered methods in promoting critical thinking skills among students. Second, the majority of participants reported a high level of satisfaction with the constructivist method, attributing this to the approach’s facilitation of deeper knowledge acquisition and increased opportunities for interaction with peers and instructors.DiscussionTheoretical implications of this study underscore the value of constructivism in fostering an engaging and interactive learning environment conducive to the development of critical analytical skills. Practically, the findings advocate for educational practitioners and institutional leaders to consider the integration of constructivist strategies in reading sessions to bolster students’ critical thinking and reading competencies. Moreover, it emphasizes the necessity for educators to receive comprehensive training on the nuances of constructivist pedagogy to ensure its effective implementation. This study thus contributes to the pedagogical discourse by affirming the efficacy of constructivism in enhancing critical cognitive skills and by outlining a pathway for its successful adoption in educational settings.