Impact of Logic & Reasoning and Openness to Experience Traits on Critical Thinking and Developing Insight and Foresight Capabilities

Abstract

This study is concerned with examining the causal relationships among Logic & Reasoning, Openness to Experience, critical thinking, insight, and foresight within the higher education sector of Pakistan. Grounded in positivist ontology and epistemology, the research adopts an explanatory, cross-sectional, and quantitative design to investigate how personality-driven cognitive traits influence higher-order intellectual outcomes among experienced university professors. The study specifically focuses on professors with teaching and research experience working in universities across Pakistan. Data were collected through a structured questionnaire using convenience sampling, resulting in 400 distributed surveys and 387 usable responses. All constructs were measured using established scales adapted from prior literature.

The proposed conceptual model comprises of Logic & Reasoning and Openness to Experience as independent variables, critical thinking as a mediating variable, and insight and foresight as outcome variables. Data were analyzed using Smart PLS (PLS-SEM) to assess measurement validity, structural relationships, and predictive relevance. The findings confirm that both Logic & Reasoning and Openness to Experience have significant and positive effects on critical thinking. Furthermore, critical thinking demonstrates a strong and significant and positive influence on both insight and foresight. The results also confirm the mediating role of critical thinking in translating cognitive personality traits into strategic intellectual capabilities.

The study concludes that professors possessing stronger analytical reasoning and higher openness are more likely to develop enhanced critical thinking abilities, which subsequently lead to improved insight and foresight. These findings contribute to the literature on higher education, personality psychology, and strategic cognition by highlighting the importance of cognitive traits in academic leadership and decision-making. Practically, the study suggests that universities should focus on strengthening reasoning skills and intellectual openness among faculty to enhance critical thinking and future-oriented academic performance.