Abstract: This study investigates the impact of explicitly teaching critical thinking strategies through the infusion approach on the critical thinking awareness (CTA) of EFL university students. The infusion approach, which integrates critical thinking instruction directly into subject content, is examined as a means to enhance both metacognitive and cognitive awareness in academic writing contexts. Drawing on a quasi-experimental design, the study involved pre- and post-tests administered to control and experimental groups. Results from an Independent Samples t-Test revealed a highly significant difference between the groups (p < .001), indicating that the intervention had a notable effect on students’ CTA. For within-group analysis, a Wilcoxon signed-rank test showed no significant change in the control group (Z = -1.272, p = .203), while the experimental group exhibited a statistically significant improvement (Z = -6.930, p < .001), with all 50 participants demonstrating progress. Anchored in metacognitive theory and critical pedagogy, the findings highlight the pedagogical value of integrating critical thinking instruction into writing curricula. The study offers practical implications for EFL educators aiming to cultivate reflective, analytical learners through metacognitive scaffolding and content-based critical thinking integration.