在马来西亚，研究结果表明，在当今的职场中，批判性思维技能受到高度重视。据报道，马来西亚每年培养6万名毕业生，其中至少有30%的毕业生每年失业，因为他们缺乏这些强有力的技能。这进一步得到了Gurvinder Kaur和Sharan Kaur(2009)的支持，他们声称在马来西亚，由于缺乏批判性思维能力和沟通能力差，10个大学毕业生中有6个需要6个月的时间来工作。Fong(2004)和Vijan(2007)的研究结果表明，马来西亚的毕业生之所以失业，是因为他们无法在面试中给他们未来的雇主留下深刻印象，因为他们的表现和沟通能力较差，尤其是在英语方面。此外，马来西亚的教育体系也被认为过于应试，因此，一旦他们开始工作，他们就不能做出多少贡献，因为他们在理论上是称职的，但没有足够的实践经验(Henwood, 2007)。这是进一步支持Rosnani马来西亚(2009)和教育改革的报告(2012年)发现表示,雇主在马来西亚,特别是在商业领域,抱怨大多数毕业生来自马来西亚的低质量缺乏批判性思维技能方面,这反过来影响他们工作的质量。
In Malaysia, the research findings claim that critical thinking skill is highly valued in the workplace today reports that Malaysia produces 60, 000 graduates annually in which at least 30 percent of these graduates are unemployed every year as they are lacked of these potent skills. This is further supported by Gurvinder Kaur and Sharan Kaur (2009) who claimed that in Malaysia, six out of ten university graduates take as much as six months to be employed due to lack of critical thinking skills and poor communication skills. Fong (2004) and Vijan (2007) findings stated that the reasons that Malaysian graduates are unemployed because they are not able to impress their possible future employers during interview due to poor presentation and communication skills especially if it is done in English.Besides, Malaysian education system is said to be too exam-oriented and thus, the graduates could not contribute as much once they start working as they are only theoretically competent but not equipped with sufficient practical exposure (Henwood, 2007). This is further supported by Rosnani (2009) and Education Reform in Malaysia Report (2012) findings which stated that employers in Malaysia, specifically in business sector, complain about the low quality of most graduates from Malaysia are deficient in terms of critical thinking skills which in return affect the quality of their work.