The overall aim of our study was to find out whether a critical thinking intervention program can also influence metacognitive processes. We know that our teaching methodology improves cross-curricular skills in argumentation, explanation, decision-making, and problem-solving, but we do not know whether this intervention also improves. Of course, critical thinking is an essential part of a student's mental equipment. However, it cannot be detached from the context. Teaching students generic “thinking skills” separately from the rest of their curriculum is meaningless and ineffective. As American educator Daniel Willingham says: General studies students pursue many different careers after graduation. Liberal arts, business, and STEM courses encourage strong critical thinking, analytical, and communication skills. These abilities can lead to careers in fields such as business, public relations, public health, social services, and the nonprofit sector. Even without explicit attempts to foster critical thinking, there is certainly a widespread perception that academia breeds critical thinkers. According to Tsui, 1998, among students in a large multi-institutional study who felt they had made progress in critical thinking, 3 thought their critical thinking had become much stronger. Only,