Resumen

SALAZAR SANDOVAL, Marita Rosel; RODRIGUEZ MARQUEZADO, Juan Carlos  y  HUAPAYA-CAPCHA, Yoselin Andrea. Experiences of Implementing Critical Thinking for Social Development. Revista Docentes 2.0 [online]. 2026, vol.19, n.1, pp.421-433.  Epub 29-Mayo-2026. ISSN 2665-0266.  https://doi.org/10.37843/rted.v19i1.783.

The social and educational sciences seek to understand how critical thinking aids problem-solving. This research aimed to analyze experiences with implementing critical thinking in social development. Its goal was to categorize the strategies used, the contexts applied, and key results from recent literature. The study used a systematic method based on a humanist-interpretive paradigm. A qualitative approach with a thematic narrative design was adopted. The research was documentary, bibliographic, and analytical. It was cross-sectional in scope. The population included scientific articles published from 2020 to 2025 in indexed databases. Twenty studies were selected by applying inclusion and exclusion criteria according to PRISMA 2020. The main technique was systematic documentary analysis, using a documentary analysis and synthesis matrix to organize and categorize information. Results showed that critical thinking is mostly applied in educational contexts. Its main contributions are to civic education, pedagogical innovation, and social awareness. However, structural, institutional, and educational barriers limit its broader social impact. The studies reviewed also showed theoretical and methodological fragmentation, as well as limited evaluation of long-term social outcomes. In conclusion, critical thinking is vital for social development. Yet, it needs better integration with educational policies, sustainable pedagogy, and research agendas for social transformation.

Palabras clave : Critical thinking; development; society; systematization..

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