This study evaluates the efficacy of critical thinking (CT)-blended curricula in veterinary education, addressing a significant gap where traditional veterinary programs often prioritize technical knowledge over higher-order thinking skills. The Think4Jobs Project embedded CT development strategies into three core disciplinary courses: Imaging, Deontology, and Andrology, Gynecology & Obstetrics, aiming to foster CT development through discipline-specific interventions.

In this quasi-experimental design, 100 veterinary students (79% female, 21% male; mean age 22.32 years) completed pre- and post-assessments measuring CT skills via the Critical Thinking Self-Assessment Scale–Short Form and CT dispositions through the Student-Educator Negotiated Critical Thinking Dispositions Scale.

Results demonstrated statistically significant improvements across all CT skills dimensions (p ≤ 0.0001) following implementation. CT dispositions showed more variable results, with significant gains in overall dispositions (p = 0.010), Reflection (p = 0.001), Perseverance (p = 0.005), and Intrinsic Goal Motivation (p ≤ 0.0001), while Attentiveness, Organization, and Open-mindedness remained unchanged. Notably, no significant differences in CT gains emerged between courses despite their different natures, suggesting that intentional pedagogical design exerts greater influence on CT development than specific course content.

These findings validate the constructivist approach employed, where students actively engage in meaning-making through critical analysis, discussion, and problem-solving. The research indicates that deliberate embedding of CT objectives within educational frameworks may be the primary driver of cognitive skill development in veterinary education, regardless of disciplinary focus. As in many other studies, some challenges with student compliance in data collection (48.8% response rate) were faced, reflecting common issues in educational research using longitudinal self-assessment tools in practice-oriented disciplines.

Keywords: Critical Thinking, Blended Curriculum, Veterinary Education, Constructivist Learning, Educational Innovation.