The integration of critical thinking and ethical reasoning in Kenya’s Junior Secondary School (JSS) curricula under the Competency-Based Curriculum (CBC) is fundamental to fostering reflective, responsible, and problem-solving learners. This study critically examines how CBC embeds these competencies, drawing from philosophical perspectives such as Deweyan pragmatism, Aristotelian virtue ethics, and Freire’s critical pedagogy. While CBC aspires to nurture critical and ethical thinkers, its effectiveness is constrained by systemic challenges, including inadequate teacher training, resource limitations, and assessment misalignment. Using a qualitative philosophical inquiry and desk-based research approach, this study analyzes CBC policy documents, curriculum materials, and global best practices. Findings reveal that although CBC promotes critical thinking and ethical reasoning, its implementation lacks structured pedagogical strategies and interdisciplinary integration. Comparative insights from countries such as Finland and Singapore highlight the need for targeted teacher training, enhanced instructional resources, and innovative assessment models. The study recommends a more deliberate curriculum design that explicitly integrates ethical reasoning across all subjects, competency-based teacher training, and stakeholder engagement to reinforce these competencies beyond the classroom. Strengthening these areas will enhance CBC’s capacity to produce learners who can think independently, make ethical decisions, and address contemporary societal challenges.
Keywords: Critical Thinking, Ethical Reasoning, Junior Secondary School, Competency-Based Curriculum, Philosophical Inquiry, Kenya