Cultural Intelligence and Historical Thinking Skills among University Students
DOI:
https://doi.org/10.54536/ijsscs.v2i2.8670Keywords:
Cultural Intelligence, Descriptive-Correlational, Education, Historical Thinking Skills, University StudentsAbstract
In times of growing historical distortion and declining interest in the past, strong historical thinking skills have become essential. This study examined the level of cultural intelligence and historical thinking skills among university students. A total of 370 students from various academic colleges at the University of Mindanao were selected through stratified random sampling. A descriptive-correlational quantitative research design was used to determine the relationship between two variables, employing mean, standard deviation, and Spearman’s rho for data analysis. Anchored in Social Cognitive Theory, the study explains how personal, behavioral, and environmental factors influence students’ learning and development in both cultural and historical contexts. The findings revealed that students demonstrated high levels of both cultural intelligence and historical thinking skills. In terms of cultural intelligence, students exhibited a very high level of metacognitive skills and high levels of cognitive, motivational, and behavioral dimensions, reflecting their ability to effectively interact in culturally diverse environments. Likewise, students showed high levels in historical thinking skills, particularly in time and chronology perception, as well as historical inquiry and historical empathy. Furthermore, a significant relationship was found between cultural intelligence and historical thinking skills, indicating that students who are more culturally aware tend to demonstrate deeper analytical, interpretative, and reflective abilities in understanding historical contexts. These results highlight the importance of strengthening both competencies in higher education to develop globally minded learners who are critical thinkers, culturally responsive, and capable of making informed judgments in diverse academic and real-world settings.
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