Abstract

NAPA VALENCIA, Loida Luz  and  VILLANUEVA GALVAN, Yony Fredy. Critical thinking in students and its implications in educational contexts: a systematic study of the literature. Revista InveCom [online]. 2026, vol.6, n.1, e601114.  Epub July 15, 2025. ISSN 2739-0063.  https://doi.org/10.5281/zenodo.15679157.

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.

Keywords : learning; strategies; critical thinking.

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