Engaging learners in critical thinking is a deliberate approach that fosters deeper understanding and strengthens problem-solving skills. Agricultural and natural resources (ANR) issues are complex, requiring long-term strategies and reflective thinking. This study focuses on a learning experience where students engage with real-world ANR issues to improve problem-solving and develop creative solutions through critical analysis.

Students participate in discussions, analyze information from diverse media sources, evaluate evidence, reason through strategies, and draw well-supported conclusions. As part of the assignment, students critique how their ANR issue is portrayed in the media to build critical thinking skills and understand how media coverage influences policy and public perceptions. Thematic analysis of students' media critiques revealed that they primarily used peer-reviewed journals, news media, and university websites as information sources.

Students analyzed media accuracy based on factors such as authority, institutional reputation, and citations. However, they struggled to evaluate evidence, balance, framing, and ethical dimensions. Common gaps included equating accuracy with institutional reputation, confusing statistics with credibility, and overlooking how framing shapes public perception and policy.

These findings inform future course topics and assignment design, highlighting the need for structured templates to provide clearer criteria for media critique. Instructors should focus on experiences that allow for active engagement and demonstration of skills, encouraging self-regulation and self-directed learning. By doing so, students can develop the critical thinking skills necessary to effectively evaluate media coverage and develop well-informed solutions to complex ANR issues. This approach can help students adjust their thinking and develop a deeper understanding of the complex issues surrounding ANR.