<?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>2665-0398</journal-id>
<journal-title><![CDATA[Aula Virtual]]></journal-title>
<abbrev-journal-title><![CDATA[Aula Virtual]]></abbrev-journal-title>
<issn>2665-0398</issn>
<publisher>
<publisher-name><![CDATA[Fundación Aula Virtual]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2665-03982026000102046</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.19764231</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[REVISIÓN TEÓRICA SOBRE EL IMPACTO DE LAS METODOLOGIAS DE APRENDIZAJE ACTIVO EN LA FORMACIÓN DEL PENSAMIENTO CRÍTICO]]></article-title>
<article-title xml:lang="en"><![CDATA[THEORETICAL REVIEW ON THE IMPACT OF ACTIVE LEARNING METHODOLOGIES ON THE FORMATION OF CRITICAL THINKING]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Manrique-Garcia]]></surname>
<given-names><![CDATA[Martha Mireya]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Perez-Vasquez]]></surname>
<given-names><![CDATA[Edwin Ronald]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Manrique-Garcia]]></surname>
<given-names><![CDATA[Kiara Megumy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Privada de Trujillo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<volume>7</volume>
<numero>14</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2665-03982026000102046&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2665-03982026000102046&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2665-03982026000102046&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La sociedad actual exige la formación de ciudadanos con autonomía intelectual capaces de resolver problemas complejos en entornos dinámicos. En este escenario, la investigación tiene como objetivo analizar la relación entre las metodologías activas y el desarrollo del pensamiento crítico a través de una revisión narrativa de la literatura científica. La metodología se fundamenta en el método QR (Questions and Reproducibility), aplicando un protocolo de búsqueda riguroso en la base de datos Scopus. Se seleccionaron y analizaron documentos de alto impacto publicados entre 2020 y 2024, categorizados según su relevancia en dimensiones pedagógicas y competencias cognitivas. Los resultados demuestran que estrategias como el aprendizaje basado en problemas, la clase invertida y el uso de tecnologías emergentes actúan como motores de motivación que desplazan el modelo de enseñanza tradicional. Se identifica que el pensamiento crítico no surge de forma espontánea, sino que requiere una planificación docente deliberada que fomente la curiosidad y el debate argumentado. Se concluye que la integración de metodologías activas con el enfoque constructivista constituye el binomio necesario para generar aprendizajes significativos, permitiendo al estudiante actuar como protagonista de su propio conocimiento y responder con ética a los desafíos de la sociedad contemporánea.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Today's society demands the formation of citizens with intellectual autonomy capable of solving complex problems in dynamic environments. In this scenario, the research aims to analyze the relationship between active methodologies and the development of critical thinking through a narrative review of the scientific literature. The methodology is based on the QR (Questions and Reproducibility) method, applying a rigorous search protocol in the Scopus database. High-impact documents published between 2020 and 2024 were selected and analyzed, categorized according to their relevance in pedagogical dimensions and cognitive competencies. The results show that strategies such as problem-based learning, flipped classrooms and the use of emerging technologies act as motivational drivers that displace the traditional teaching model. It is identified that critical thinking does not arise spontaneously, but requires deliberate teaching planning that encourages curiosity and reasoned debate. It is concluded that the integration of active methodologies with the constructivist approach constitutes the necessary binomial to generate significant learning, allowing the student to act as the protagonist of their own knowledge and respond ethically to the challenges of contemporary society.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Metodología de la enseñanza]]></kwd>
<kwd lng="es"><![CDATA[pensamiento crítico]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje activo]]></kwd>
<kwd lng="es"><![CDATA[tecnología educativa]]></kwd>
<kwd lng="es"><![CDATA[formación de docentes]]></kwd>
<kwd lng="es"><![CDATA[investigación educativa]]></kwd>
<kwd lng="en"><![CDATA[Teaching methodology]]></kwd>
<kwd lng="en"><![CDATA[critical thinking]]></kwd>
<kwd lng="en"><![CDATA[active learning]]></kwd>
<kwd lng="en"><![CDATA[educational technology]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[educational research]]></kwd>
</kwd-group>
</article-meta>
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