The Homogenizing Power of "Critical Thinking" in Non-Western Higher Education: Reconceptualizing Agency and the Right to Be Uncritical Critical thinking (CT) has been integrated into educational systems worldwide. However, Western-oriented approaches and tools may contradict students’ cultural and educational backgrounds, especially in non-Western and non-English-speaking countries. To assess how CT is defined, fostered, and evaluated in non-Western higher education, a scoping review of 17 articles published mostly between 2020–2024 was conducted. The findings show that CT knowledge originating in the West threatens indigenous knowledge structures and collaborative learning methods, whereas its application in contemporary classrooms often risks being more homogeneous than empowering. Thus, by pushing CT as a universal ideal, the education industry risks imposing a standardised way of thinking, thereby potentially marginalising alternative cultural, philosophical, and epistemological traditions. Overall, this study demonstrates the need for non-Westernising critical research and culturally sensitive strategies to develop a global CT paradigm. Extending beyond CT, this article introduces the right to be uncritical as an ethically grounded and context-sensitive response to sustained institutional. Rather than positioning uncriticality as a cognitive deficit or pedagogical failure, the study conceptualises it as a deliberate and responsible stance that calls for the careful reconsideration of Western educational approaches whose uncritical adoption may undermine local pedagogies, knowledge systems, and cultural practices.