<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0798-1015</journal-id>
<journal-title><![CDATA[Revista Espacios]]></journal-title>
<abbrev-journal-title><![CDATA[Espacios]]></abbrev-journal-title>
<issn>0798-1015</issn>
<publisher>
<publisher-name><![CDATA[Editorial Espacios]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0798-10152025000400269</article-id>
<article-id pub-id-type="doi">10.48082/espacios-a25v46n04p25</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Pensamiento crítico en la educación virtual: Perspectiva del estudiante de ingeniería]]></article-title>
<article-title xml:lang="en"><![CDATA[Critical thinking in virtual education: Engineering student perspective]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[GRÁNDEZ VENTURA]]></surname>
<given-names><![CDATA[Lucy M]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[COTOHUANCA CRUZ]]></surname>
<given-names><![CDATA[Sujeidy M]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[VELÁSQUEZ BOZA]]></surname>
<given-names><![CDATA[Yasser C]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[VALENCIA TORRES]]></surname>
<given-names><![CDATA[Violeta A]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SARAVIA RAMOS]]></surname>
<given-names><![CDATA[Yenny J]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ACOSTA VILLAVICENCIO]]></surname>
<given-names><![CDATA[Blanca A]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Privada San Juan Bautista  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Privada San Juan Bautista  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Privada San Juan Bautista  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Nacional de Cañete  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad Privada San Juan Bautista  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Universidad Privada San Juan Bautista  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2025</year>
</pub-date>
<volume>46</volume>
<numero>4</numero>
<fpage>269</fpage>
<lpage>278</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S0798-10152025000400269&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S0798-10152025000400269&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S0798-10152025000400269&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo fue determinar el impacto que tiene la educación virtual (E-Vir) en el pensamiento crítico (P-Crit) de estudiantes de ingeniería, considerando dimensiones pedagógica, tecnológica y social. Con enfoque cuantitativo y una muestra de 266 estudiantes, se halló una correlación positiva significativa: mejoras pedagógicas, tecnológicas y sociales incrementan el pensamiento crítico en 1.691, 2.237 y 1.564 unidades, respectivamente. Se recomienda aplicar metodologías activas, tecnologías avanzadas y entornos colaborativos para fortalecer el aprendizaje virtual.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective was to determine the impact of virtual education (E-Vir) on the critical thinking (P-Crit) of engineering students, considering pedagogical, technological, and social dimensions. Using a quantitative approach and a sample of 266 students, a significant positive correlation was found: pedagogical, technological, and social improvements increase critical thinking by 1.691, 2.237, and 1.564 units, respectively. It is recommended to implement active methodologies, advanced technologies, and collaborative environments to strengthen virtual learning.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación virtual]]></kwd>
<kwd lng="es"><![CDATA[pensamiento crítico]]></kwd>
<kwd lng="es"><![CDATA[tecnología educativa]]></kwd>
<kwd lng="en"><![CDATA[virtual education]]></kwd>
<kwd lng="en"><![CDATA[critical thinking]]></kwd>
<kwd lng="en"><![CDATA[educational technology]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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