In recent decades, critical thinking in higher education has garnered more attention, due the prevailing sense that it is essential for the development of critical citizens. However, critical thinking largely appears to be characterized as originating from a Global Northern philosophical tradition and embodying abilities that lead to academic success. Perpetuating this hegemony of regional knowledge as universal devalues knowledge traditions of the Global South and often leads to 'othering' of knowledges and ways of knowing rooted in their cultures and philosophies, delimits the scope of critical thinking and makes it challenging for the subject to resonate with its learners. This research examines the critical thinking curriculum in British transnational higher education in Ghana, critically interrogating the student learning experience and the wider issue of cultural imperialism enacted by the Global North through transnational higher education, and offers some suggestions derived from participant interviews to reimagine the curriculum.