Representation of Independent Thinking Indicators in the Curriculum of High School Students

This study aimed to conceptualize independent thinking in the curriculum of high school students and represent its indicators. Hence, we conducted a systematic review of literature in different scientific databases in the last 20 years using the documentary method. As a result, 30 documents were identified. Data analysis based on a thematic analysis strategy led to the emergence of 175 open codes, which were reduced to 146 meaningful codes by removing duplicate codes, classified into eight main themes and 30 subthemes, and finally validated. The identified categories include “feeling free and the right to choose, mutual and collaborative learning, mastery of cognitive skills, mastery of metacognitive skills, familiarity with problem-solving skills, family education, independent activity, and conscious obedience”.