Objectives: Critical thinking is a key competency for engineering graduates, enabling them to identify and analyze problems systematically and develop effective solutions. In today’s complex work environment, the ability to make informed decisions and solve problems effectively is essential for professional success. Critical thinking also supports creative and logical reasoning when individuals face complex challenges. For engineering graduates, this competency can contribute to effective participation in industrial, manufacturing, and managerial processes and to improved organizational performance. However, engineering education programs may not adequately emphasize the development of critical thinking, potentially affecting educational quality and graduates’ professional effectiveness. This study aimed to identify the factors influencing critical thinking among engineering graduates and examine the relationships among these factors using structural analysis methods.

Materials and Methods: This study focused on engineering graduates of the University of Tehran and employed a mixed-methods approach. In the qualitative phase, documentary analysis was used to identify the factors affecting critical thinking. In the quantitative phase, interpretive structural modeling (ISM) and cross-impact matrix multiplication applied to classification (MICMAC) analysis were used to examine the relationships among the identified factors and classify them according to their driving power and dependence. The study population comprised graduates from various engineering disciplines at the University of Tehran who were employed in different industries and organizations.

Discussion and Conclusion: According to the findings, seven key factors influence critical thinking: 1) Problem-solving competencies: the ability to analyze and resolve problems logically and effectively. 2) Organizational support: the financial and moral backing provided by organizations to their employees. 3) Practical experience: real-world, hands-on experience gained throughout one's career. 4) Teamwork: collaborating and interacting with others to address complex issues. 5) Reward systems: incentive structures that recognize and appreciate high performance. 6) Organizational culture: the shared values, beliefs, and behaviors within an organization that shape individual conduct. 7) Interdisciplinary interactions: communication and collaboration across various scientific and professional fields. Factors related to problem-solving competencies, organizational support, practical experience, teamwork, and reward systems are classified as "linkage variables" (or connecting variables), characterized by high driving power and high dependence. Changes in these variables can significantly impact critical thinking; furthermore, system feedback can, in turn, influence these variables. Organizational culture was identified as an independent variable and one of the most significant factors influencing critical thinking. This variable possesses high driving power and low dependence; consequently, altering it can influence the entire system. In other words, shifts in organizational culture can foster and strengthen critical thinking among employees. Finally, interdisciplinary interactions are classified as a dependent variable, characterized by low driving power and high dependence. Organizational culture has been identified as a key factor. These findings can provide a foundation for overcoming obstacles to improving the quality of critical thinking instruction within educational courses, as well as for enhancing the professional performance of engineering graduates in the workplace. The results may serve as a guide for improving the quality of critical thinking instruction in university curricula. Furthermore, they can assist managers and organizations in identifying and removing barriers to the development of critical thinking, ultimately leading to better professional performance among engineering graduates. Overall, this research underscores the importance of organizational culture and other factors that influence the strengthening of critical thinking in graduates, and it offers strategies for its improvement.