This study was conducted in a cross-sectional type in order to determine the problem solving skills and critical thinking dispositions of the students studying in the interior architecture department of a university and to examine the relationship between these two concepts. The sample of the study consisted of 147 interior architecture students studying in the spring term of the 2022-2023 academic year. The data were collected using the personal information form in which the sociodemographic and academic characteristics of the students were evaluated, the "Problem Solving Inventory" in which the problem solving skills were determined, and the "UF/EMI Critical Thinking Disposition Scale" in which the critical thinking dispositions were determined. Data are number, percentage, average, min.-max. values were evaluated by t-test, one-way analysis of variance and Pearson Correlation analysis in independent groups. Students got 68.86 ± 16.59 points from the Problem Solving Inventory and 88.22 ± 18.70 points from the Critical Thinking Scale. A significant relationship was found between students' participation in social and academic activities, their parents' attitudes, and their problem-solving skills (p<0.05). A significant relationship was found between students' genders, their status of going to the library, their parents' attitudes and their tendency to critical thinking (p<0.05). In addition, a moderate, significant relationship was found between the students' total scores of critical thinking dispositions and total scores of problem solving skills (r=.341, p<.001). As a result, it was concluded that interior architecture students with high problem-solving skills also have high critical thinking dispositions.
Keywords: Critical thinking disposition, interior architecture students., problem solving skills