Cultural intelligence and its influence on critical thinking: a study from the perspective of intercultural education
DOI:
https://doi.org/10.5281/zenodo.17110287Keywords:
intercultural education, cultural intelligence, critical thinkingAbstract
The objective of this research was to determine the influence of cultural intelligence on critical thinking from an intercultural education perspective in students at the Virgen de Natividad Pedagogical Institute in Paruro. A quasi-experimental design with a quantitative approach was applied to a sample of 70 students in the bilingual intercultural early childhood education program, divided into two groups: experimental (n = 40) and control (n = 30). A validated instrument was used to measure critical thinking and its dimensions—interpretation, analysis, evaluation, inference, explanation, and self-regulation. The intervention consisted of a structured cultural intelligence development program, applied only to the experimental group. Data were analyzed using descriptive and inferential statistics, using the Student t-test for independent samples, and calculating the effect size. The results showed statistically significant differences between the two groups, with t(68) = 5.694, p < .001, and a very large effect size (Cohen's d = 1.375). Ninety percent of the experimental group achieved a "Good" level in critical thinking, compared to 4.4% of the control group, with a mean difference of 5.45 points. The analysis by dimension significantly favored the experimental group in comprehension (97.5% vs. 60%), analysis (92.5% vs. 60%), and inference (90% vs. 40%). It is concluded that cultural intelligence has a positive impact on intercultural critical thinking, acting as a trigger for the development of high-level cognitive skills essential for intercultural teacher training.
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