This study, which is rooted in design thinking, explores how participants in both academia and industry settings vary in their perceived self-efficacy in critical thinking after using online training units with information and communication technologies (ICTs). Based on the quasi-experimental pre-post research design with stratified sampling, the researchers completed an empirical validation administered to 739 research participants with a valid return of 75%. Perceived self-efficacy increases critical thinking skills. Therefore, the research indicates that enactive mastery of domain knowledge is directly influenced by vicarious modeling and sense of arousal. In addition, it is indirectly influenced by verbal persuasion. The three determinants tend to be equally performed. However, vicarious modeling is of high importance compared to verbal persuasion and sense of arousal. Related to the training practices and effectiveness assessment, the research finding is aligned to the issues of training transfer and talent development in bridging academic candidates to industry professionals.