During high-school, chemistry opens new opportunities for students to achieve specific skills for life. In the context of globalization, chemistry, as a study school discipline has to be oriented for the daily application of physico-chemical and natural phenomena from the environment. In this way, we will look towards teaching integrated chemistry, which reveals a correlation between chemistry, environment, physics, biology and geography. So, chemistry becomes a basic science in training young people of integritaty for a better sustainable life. The chemistry teacher is the main character to identify, to stimulate and value the potential of the critical thinking and the creativity of the students at the studied subject, through the applied studied discipline, integrated and oriented towards nowadays neccessities of developing the human society. In this order of ideas, students receive knowledge that favor the perception of life’s portrait and the role of chemistry for the quality of our life- a sustainable one. As they develop the ability to think critically, students attest a high progress for the following:  From personal (thinking for yourself) to public (thinking for the others);  From being heteronom (assign wisdom and the autority of the others), to independent (being sure about your knowlegde and of your own possibilities of thinking);  From intuitive (experiential, limited), to logical (formalized, sociable);  From one perspective (isolated in your own beliefs), to multiple perspectives (the ability to consider other people’s opinion). Critical thinking can be seen from three hypostasis: as a thinking strategy, as an investigation and as a process. a) as a thinking strategy. Critical thinking it is seen as a strategy that calls for much more coordinating operations of the mind. In a similar way, critical thinking it is understood as "a way to approach and to solve problems, based on convincing arguments, logic - rational" b) as an investigation, critical thinking represents " a research which has the purpose of exploration of a situation, a phenomenon, a question or a problem, with the purpose to formulate a hypothesis or a conclusion that would reunite all the available information and be demonstrated in a convincing way. c) as a process, critical thinking goes through a series of steps:  the appearance of the problem, putting in action the needed ability and capacity, solving of the problem  the appearance of an unexpected problem, evaluation of the situation, searching for solutions and explanations, building different perspectives, solving the situation. Besides the development through different steps, critical thinking can be characterized also through stages development, starting with absolute certitudes, going through doubts and ending with understating the fact that there more than one approach and more solutions to each problem. Critical thinking is a condition and a method of realization to efficient studying with a substantial goal into personality development. Studying through cooperation maximizes intelligent capacity of students, the one of thinking, understanding, efficient communicate, taking decisions based on strong arguments, being creative and innovative for solving the problems they are dealing with. Renzulii and Reis (1985) list 4 domains where students’ abilities should be stimulated and formed: A. affective and cognitive formation B. to know how to study C. forming the research ability and using reference materials D. forming communication skills through oral, written and visual forms The teachers can embrace more strategies of teaching knowledges that are provided in a content, but should be conscious that some skills or capacities can be formed only through crossing more educational strategies and educational models.