This study investigates faculty and student perspectives on integrating critical thinking (CT) within an outcome-based education (OBE) framework at Dhofar University in Oman. Using surveys administered to 74 faculty members and 877 students, the research examines the perceptions of both groups regarding CT skills' integration, teaching methodologies, and assessment practices. Faculty members generally perceive that they incorporate CT skills actively in their teaching, emphasizing analysis, argumentation, and problem-solving. Students acknowledge these efforts but express mixed views on how CT is currently assessed, often favoring tasks that require critical engagement over rote memorization.
Faculty feedback suggests challenges, including limited resources, insufficient professional development, and variability in student engagement, affecting the integration of CT in teaching practices. Students, on the other hand, recognize the importance of CT for career readiness and value its role in enhancing learning outcomes, although they desire clearer CT-focused assessment formats. The study recommends increased institutional support for CT-focused training and assessment reform to align teaching practices with Omani educational goals, especially those outlined in Vision 2040, aimed at fostering analytical and adaptive graduates. The findings highlight the importance of aligning teaching methodologies and assessments with student expectations to enhance CT competencies in Omani higher education.