Critical thinking (CT) is a core 21st-century skill essential across education, industry, and research, particularly in a globalized and digitally driven world. With the rapid integration of artificial intelligence (AI) into various sectors, the need for strong CT capabilities has become more urgent. While higher education (HE) is expected to produce graduates equipped with both domain-specific expertise and CT skills, studies reveal a persistent gap, as many graduates continue to struggle in effectively applying CT in complex contexts. This work presents three approaches of how CT skills can be fostered in subject-specific instruction in technical disciplines. These approaches are grounded in the Facione’s framework of CT skills, incorporate specific Facione’s questions to stimulate CT skills, and use AI tools. Three case studies were implemented at different HE institutions across various engineering modules. And both qualitative and quantitative data were collected and analyzed. The results demonstrate the effectiveness and impact of these methods in real classroom settings.