In most Western countries, fostering students' critical thinking (CT) is presented as one of the main objectives of the educational system. The OECD views CT is as a "key skill" that must be developed to meet the current and future challenges of globalized societies. In France, this transdisciplinary notion is found throughout school curricula, but it is rarely defined, creating a lack of conceptual clarity. Educational resources on this topic provide insights into how this notion can be understood. In this communication, we will address the following questions: what types of educational resources on CT can be found? What disciplinary knowledge do they draw on? What conceptions of CT do these educational resources convey?