<?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>2542-3088</journal-id>
<journal-title><![CDATA[Revista Arbitrada Interdisciplinaria Koinonía]]></journal-title>
<abbrev-journal-title><![CDATA[Koinonía]]></abbrev-journal-title>
<issn>2542-3088</issn>
<publisher>
<publisher-name><![CDATA[Fundación Koinonía]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2542-30882026000100084</article-id>
<article-id pub-id-type="doi">10.35381/r.k.v11i21.4936</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Técnicas educativas de participación grupal y el desarrollo del pensamiento crítico. Revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Educational techniques for group participation and the development of critical thinking. Systematic review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Olano-Dávila]]></surname>
<given-names><![CDATA[Ana Melva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Huamán-Delgado]]></surname>
<given-names><![CDATA[Nélida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ortíz-Salas]]></surname>
<given-names><![CDATA[Diana Asunción]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Solis-Trujillo]]></surname>
<given-names><![CDATA[Beymar Pedro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Cesar Vallejo  ]]></institution>
<addr-line><![CDATA[Lima Lima]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Cesar Vallejo  ]]></institution>
<addr-line><![CDATA[Lima Lima]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Cesar Vallejo  ]]></institution>
<addr-line><![CDATA[Lima Lima]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Cesar Vallejo  ]]></institution>
<addr-line><![CDATA[Lima Lima]]></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>11</volume>
<numero>21</numero>
<fpage>84</fpage>
<lpage>98</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2542-30882026000100084&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2542-30882026000100084&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2542-30882026000100084&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La presente investigación se enfocó en analizar las técnicas educativas de participación grupal y el desarrollo del pensamiento crítico a través de una revisión sistemática. Para la metodología, se llevó a cabo un estudio cualitativo de tipo documental, empleando la revisión documental y el análisis de contenido como técnicas. Se emplearon las fichas de registro y las matrices de análisis documental. De igual modo, se usó la declaración PRISMA para la selección cuidadosa de las investigaciones. Como resultado, se destacaron aspectos como el aprendizaje basado en problemas (ABP), el debate, el estudio de casos, el método socrático, el aprendizaje colaborativo y los juegos, los cuales condujeron al logro del desarrollo del pensamiento crítico mediante el análisis, la discusión, la argumentación, la reflexión y la interpretación holística de la realidad. Todo ello, condujo a concluir que las técnicas grupales favorecen el desarrollo del pensamiento crítico de los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This research focused on analyzing educational techniques for group participation and the development of critical thinking through a systematic review. The methodology involved a qualitative documentary study, using document review and content analysis as techniques. To this end, record sheets and documentary analysis matrices were used. Similarly, the PRISMA statement was used for the careful selection of research. As a result, aspects such as problem-based learning (PBL), debate, case studies, the Socratic method, collaborative learning, and games were highlighted, which led to the achievement of critical thinking development through analysis, discusion, argumentation, reflection, and holistic interpretation of reality. All of this led to the conclusion that group techniques favor the development of critical thinking in students.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Técnicas educativas]]></kwd>
<kwd lng="es"><![CDATA[actividades grupales]]></kwd>
<kwd lng="es"><![CDATA[argumentación]]></kwd>
<kwd lng="es"><![CDATA[pensamiento crítico]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje colaborativo.]]></kwd>
<kwd lng="en"><![CDATA[Educational techniques]]></kwd>
<kwd lng="en"><![CDATA[group activities]]></kwd>
<kwd lng="en"><![CDATA[argumentation]]></kwd>
<kwd lng="en"><![CDATA[critical thinking]]></kwd>
<kwd lng="en"><![CDATA[collaborative learning.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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