Systematic review on the implications of critical thinking in students
DOI:
https://doi.org/10.5281/zenodo.15616871Keywords:
argumentation, strategies, critical thinkingAbstract
The main objective of this study was to analyze the implications of critical thinking for university students. To achieve this goal, a systematic review based on the PRISMA methodology was conducted. Inclusion criteria were applied to document selection, considering articles published between 2021 and 2025 in databases such as Scopus, WoS, and Scielo, using the keywords "critical thinking" AND "students." The findings show that critical thinking is an essential skill in university education, as it allows students to analyze, argue, and make informed decisions in different academic and professional contexts. To enhance these capacities, it is necessary to implement innovative teaching strategies and pedagogical approaches that promote in-depth analysis and complex argumentation. Furthermore, the incorporation of technological tools—such as artificial intelligence—and the promotion of self-regulated learning, critical reflection, and informed decision-making can strengthen students' autonomy and depth of reasoning. Among the most effective teaching strategies are concept mapping, problem-based learning, technology-based simulation, educational games, reading promotion, and the development of argumentative skills. Likewise, promoting critical thinking among teachers is key to increasing student participation and engagement in the classroom.
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