Resumen

GRANDEZ VENTURA, Lucy M et al. Critical thinking in virtual education: Engineering student perspective. Espacios [online]. 2025, vol.46, n.4, pp.269-278.  Epub 12-Sep-2025. ISSN 2739-0071.  https://doi.org/10.48082/espacios-a25v46n04p25.

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.

Palabras clave : virtual education; critical thinking; educational technology.

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