In an era characterized by information abundance, technological acceleration, and increasing complexity of global challenges, traditional approaches to critical thinking require fundamental reconceptualization. This paper proposes an expanded framework of critical skills that moves beyond conventional definitions to encompass four distinct but interconnected modalities: critical reading, critical listening, critical seeing, and critical making. While existing research has primarily focused on developing general critical thinking abilities, this expanded framework acknowledges that contemporary challenges - from misinformation and cultural polarization to technological disruption and environmental complexity - demand a more nuanced and comprehensive approach to developing critical faculties across different modes of perception and creation.

The research builds upon established cognitive science literature but argues that the rapid evolution of our information ecosystem necessitates a fundamental shift in how we conceptualize and teach critical skills. Drawing from both theoretical foundations and empirical evidence, the paper demonstrates how each critical modality - reading, listening, seeing, and making - requires distinct pedagogical approaches while sharing core principles of analytical rigor and evaluative judgment. This multimodal framework addresses contemporary challenges including, but not limited to, the verification of digital information, the interpretation of complex data visualizations, the evaluation of multimedia narratives, and the ethical implications of emerging technologies.

Central to this argument is the observation that as our world becomes increasingly mediated through multiple channels and formats, students must develop specialized critical capabilities for each modality. Critical reading extends beyond traditional comprehension to include the ability to navigate complex information architectures and evaluate source credibility across platforms. Critical listening encompasses the analysis of oral communications in both traditional and digital contexts. Critical seeing involves developing visual literacy that can interpret and evaluate increasingly sophisticated forms of visual communication. Critical making transforms traditional creative processes by emphasizing conscious decision-making and intentional agency in an increasingly automated world.

The paper also addresses practical implementation strategies, providing detailed frameworks for developing these critical skills across different educational levels and disciplines. Through case studies from various educational contexts, the research demonstrates how this expanded critical skills framework can be effectively integrated into existing curricula while maintaining academic rigor and assessment standards. The analysis concludes by proposing specific pedagogical strategies and assessment methods for each critical modality, offering educators concrete tools for developing these essential skills in their students.

Keywords: Critical Skills, Multimodal Literacy, Contemporary Education, Critical Making, Educational Innovation, Information Literacy, Higher Education.