Abstract: Critical thinking and problem-solving skills are increasingly recognized as essential competencies for learners in the 21st century, particularly in education systems seeking to respond to complex social, economic, and technological challenges. In Kenya, curriculum reforms emphasize these higher-order skills as core learning outcomes, placing new demands on classroom teaching and assessment practices. However, the extent to which learners acquire critical thinking and problem-solving skills is closely linked to teacher competence, including pedagogical knowledge, questioning strategies, assessment literacy, and professional practice. This article presents a desk review of global, regional, and Kenyan literature examining the influence of teacher competence on learners’ acquisition of critical thinking and problem-solving skills in Kenya. Guided by constructivist learning theory, pedagogical content knowledge theory, and systems theory, the review synthesizes empirical evidence across contexts to identify key patterns, gaps, and implications. The findings indicate that competent teaching practices, particularly inquiry-based pedagogy, higher-order questioning, and formative assessment significantly enhance learners’ opportunities to develop critical thinking and problem-solving skills. However, the review also reveals uneven implementation driven by limitations in sustained professional development, assessment alignment, and systemic support, especially in under-resourced school contexts. The article concludes that strengthening teacher competence through coherent, practice-based professional learning and aligned assessment systems is central to realizing curriculum intentions and promoting equitable development of critical thinking and problem-solving skills among Kenyan learners. 

Key Terms: Teacher Competence; Critical Thinking; Problem-solving Skills; Learner Outcomes; Pedagogy