<?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>S2739-00632026000302059</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.17548480</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Pensamiento crítico en tiempos digitales: el papel de las estrategias virtuales en la formación universitaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Critical thinking in digital times: the role of virtual strategies in university education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gonzales Ttito]]></surname>
<given-names><![CDATA[Yonathan Mario]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Llaza Layme]]></surname>
<given-names><![CDATA[Angela Rita]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Altuna Sotomayor]]></surname>
<given-names><![CDATA[Humberto Denny]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lobatón Puelles]]></surname>
<given-names><![CDATA[Juana Esperanza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hancco Mamani]]></surname>
<given-names><![CDATA[Roxana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de San Agustín de Arequipa  ]]></institution>
<addr-line><![CDATA[Arequipa ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Federico Villarreal  ]]></institution>
<addr-line><![CDATA[Arequipa ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional de San Agustín de Arequipa  ]]></institution>
<addr-line><![CDATA[Arequipa ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Nacional de San Agustín de Arequipa  ]]></institution>
<addr-line><![CDATA[Arequipa ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad Nacional de San Agustín de Arequipa  ]]></institution>
<addr-line><![CDATA[Arequipa ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2026</year>
</pub-date>
<volume>6</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2739-00632026000302059&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-00632026000302059&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-00632026000302059&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El estudio analiza la relación entre las estrategias virtuales de aprendizaje y el desarrollo del pensamiento crítico en estudiantes universitarios de formación docente. En un contexto de creciente digitalización educativa, se reconoce que la simple incorporación tecnológica no garantiza el fortalecimiento de competencias cognitivas complejas, particularmente en instituciones públicas de provincia. La investigación, con un enfoque cuantitativo, diseño no experimental y corte transversal, se realizó con una población censal de 65 estudiantes de tercer año de la carrera de Educación de la Universidad Nacional de San Agustín de Arequipa. Se aplicó un cuestionario estructurado con escalas Likert para evaluar las dimensiones informativa, comunicativa y tutorial de las estrategias virtuales, junto con las dimensiones interpretación, análisis y evaluación del pensamiento crítico. Los resultados mostraron una correlación positiva moderada entre las estrategias virtuales y el pensamiento crítico (r = 0.641; p &lt; 0.05), resaltando la dimensión comunicativa como la más estrechamente vinculada al desarrollo crítico. Desde una perspectiva sociológica, se identificó que las prácticas pedagógicas centradas en la interacción y el acompañamiento docente favorecen más el pensamiento crítico que el uso aislado de recursos digitales. Se concluye que el desarrollo del pensamiento crítico en entornos virtuales requiere mediaciones pedagógicas intencionadas y no puede limitarse al acceso tecnológico. Este estudio ofrece aportes teóricos y prácticos para el rediseño de la educación universitaria con un enfoque crítico y contextualizado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study analyzes the relationship between virtual learning strategies and the development of critical thinking in university students in teacher training programs. In a context of increasing educational digitalization, it is recognized that the mere incorporation of technology does not guarantee the strengthening of complex cognitive skills, particularly in public institutions in rural areas. The research, with a quantitative approach, non-experimental design, and cross-sectional approach, was conducted with a census population of 65 third-year students in the Education program at the National University of San Agustín in Arequipa. A structured questionnaire with Likert scales was used to evaluate the informational, communicative, and tutorial dimensions of the virtual strategies, along with the dimensions of interpretation, analysis, and evaluation of critical thinking. The results showed a moderate positive correlation between virtual strategies and critical thinking (r = 0.641; p &lt; 0.05), highlighting the communicative dimension as the one most closely linked to critical development. From a sociological perspective, it was identified that pedagogical practices centered on interaction and teacher support are more conducive to critical thinking than the isolated use of digital resources. This study concludes that the development of critical thinking in virtual environments requires intentional pedagogical interventions and cannot be limited to technological access alone. It offers theoretical and practical contributions to the redesign of university education with a critical and contextualized approach.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[pensamiento crítico]]></kwd>
<kwd lng="es"><![CDATA[tecnología educativa]]></kwd>
<kwd lng="en"><![CDATA[higher 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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