<?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>2739-0063</journal-id>
<journal-title><![CDATA[Revista InveCom]]></journal-title>
<abbrev-journal-title><![CDATA[Revista InveCom]]></abbrev-journal-title>
<issn>2739-0063</issn>
<publisher>
<publisher-name><![CDATA[Asociación Investigadores Venezolanos de la Comunicación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2739-00632026000102114</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.15679157</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El pensamiento crítico en estudiantes y sus implicancias en los contextos educativos: un estudio sistemático de la literatura]]></article-title>
<article-title xml:lang="en"><![CDATA[Critical thinking in students and its implications in educational contexts: a systematic study of the literature]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Napa Valencia]]></surname>
<given-names><![CDATA[Loida Luz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villanueva Galvan]]></surname>
<given-names><![CDATA[Yony Fredy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2026</year>
</pub-date>
<volume>6</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2739-00632026000102114&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-00632026000102114&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-00632026000102114&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo central del presente estudio fue analizar las implicancias de las estrategias de pensamiento crítico aplicadas por estudiantes en contextos educativos. Para ello, se empleó una metodología de revisión sistemática basada en los lineamientos PRISMA. Se establecieron criterios de inclusión que consideraron artículos publicados entre 2020 y 2025 en las bases de datos Scopus y SciELO; finalmente, se seleccionaron 11 artículos de Scopus y 15 de SciELO, para un total de 26 estudios analizados. Los resultados indican que el pensamiento crítico se manifiesta en la capacidad de los estudiantes para analizar y comprender diversas perspectivas del conocimiento, así como para evaluar distintas posturas y argumentos, incluso aquellos que desafían sus propias creencias. Entre las estrategias que favorecen el desarrollo del pensamiento crítico destacan la implementación de metodologías activas como el aula invertida, el aprendizaje basado en problemas y proyectos, el uso de tecnologías educativas y el trabajo cooperativo. Asimismo, el aprendizaje basado en la indagación y la lectura con un enfoque crítico-reflexivo potencian esta habilidad. Otras técnicas relevantes incluyen el uso de estrategias metacognitivas, la elaboración de ensayos académicos y filosóficos, la participación en debates sobre temas variados, la argumentación, el análisis, la resolución de problemas y la evaluación crítica. Finalmente, se resalta la importancia de empoderar a los actores del proceso educativo mediante herramientas innovadoras que promuevan el pensamiento crítico, alejándose de los métodos tradicionales de enseñanza y aprendizaje.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The central objective of this study was to analyze the implications of critical thinking strategies applied by students in educational contexts. To this end, a systematic review methodology based on PRISMA guidelines was used. Inclusion criteria were established that considered articles published between 2020 and 2025 in the Scopus and SciELO databases. Ultimately, 11 articles were selected from Scopus and 15 from SciELO, for a total of 26 studies analyzed. The results indicate that critical thinking is manifested in students' ability to analyze and understand diverse perspectives on knowledge, as well as to evaluate different positions and arguments, even those that challenge their own beliefs. Strategies that promote the development of critical thinking include the implementation of active methodologies such as the flipped classroom, problem- and project-based learning, the use of educational technologies, and cooperative work. Likewise, inquiry-based learning and reading with a critical-reflective approach enhance this skill. Other relevant techniques include the use of metacognitive strategies, the preparation of academic and philosophical essays, participation in debates on various topics, argumentation, analysis, problem-solving, and critical evaluation. Finally, the importance of empowering stakeholders in the educational process through innovative tools that promote critical thinking, moving away from traditional teaching and learning methods, is highlighted.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[estrategias]]></kwd>
<kwd lng="es"><![CDATA[pensamiento crítico]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[strategies]]></kwd>
<kwd lng="en"><![CDATA[critical thinking]]></kwd>
</kwd-group>
</article-meta>
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