由于教师们需要有能力向学生传授批判性思维技能，因此也有一些努力是为了让教师和教师做好准备，迎接他们的新任务。由于教育研究发现，马来西亚学校的大多数教师缺乏教授批判性思维技能的知识和技能(马来西亚的教育改革报告，2012年)，一些修订已经从教师的部分中遇到了这个问题。Nagappan(2001)报告说，教师教育部门(TED)在1994年初修改了教师培训课程的课程，例如在《后学位教学方案》(KPLI)中，采用了一项课程，教学生如何使用基于波士顿模式的输注方法来教授思考技巧。至于学校的教师，教育部在1992年(Rosnani, 2009年)介绍了学习和思考技能(PILTS)课程。这一方案被引入来确定要教授的核心思维技能和将这些技能灌输到所学课程内容的策略。除此之外，高等教育部(MOHE)也尝试通过在每个项目中分配的内容和任务来培养大学生的批判性思维能力。根据Hairuzila, Hazadiah & Normah(2010)的课程，本科生的课程已经被灌输了相关的软技能，如沟通技巧、批判性思维和解决问题的技能、终生学习、团队工作力和领导技能等。他们进一步复杂,为了结合生产整体的视觉2020个人,评估或任务给本科生是针对准备他们的职业生活大部分都是基于现实生活中的问题,用更少的纸和笔的压力测试。
As it is realised that the teachers need to be competent to teach critical thinking skills to the students, a few efforts were also been conducted as to prepare the teachers and teachers-to-be with the new task ahead of them. As educational findings have reported that most teachers in Malaysian schools are lacking in terms of knowledge and skills to teach critical thinking skills to their students (Education Reform in Malaysia Report, 2012), a few amendments have been made to encounter this problem from the teacher's part. Nagappan (2001) reports that Teacher Education Division (TED) had revamped the curriculum for Teacher Training Programme such as in Post Degree Teaching Programme (KPLI) in early 1994 to incorporate a programme that teaches the strategies to teach thinking skills using the infusion approach which is based on Boston Model. As for the teachers in schools, Ministry of Education (MOE) had introduced the Programme for Instruction in Learning and Thinking Skills (PILTS) in 1992 (Rosnani, 2009). This programme was introduced to identify the core thinking skills to be taught and the strategies to infuse these skills into the content of the lesson being learnt.Apart from that, Ministry of Higher Education (MOHE) has also made an attempt to cultivate undergraduates' critical thinking skills through the content and tasks assigned throughout each programme. According to Hairuzila, Hazadiah & Normah (2010), the curriculum for undergraduates has been infused with relevant soft skills such as communicative skills, critical thinking and problem solving skills, lifelong learning, team work force and leadership skills into its syllabus. They further elaborate that in order to align with Vision 2020 of producing holistic individuals for the country, the assessments or tasks given to the undergraduates are geared towards preparing them for their career life as most are based on real-life problems, with less stress on pen and paper tests like previously.