Critical thinking in higher education students: a systematic review

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The present study aims to analyze the academic contributions to the development of critical thinking in higher education students. The methodology used was a systematic review with descriptive level, using the PRISMA Statement method, using the search in the online databases of Scopus, EBSCO, ProQue...

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Detalles Bibliográficos
Autores: López-Ruiz, Carolina, Flores-Flores, Roxana, Galindo-Quispe, Ana, Huayta-Franco, Yolanda
Formato: artículo
Fecha de Publicación:2021
Institución:Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú
Repositorio:Revista Innova Educación
Lenguaje:español
inglés
OAI Identifier:oai:ojs2.revistainnovaeducacion.com:article/229
Enlace del recurso:https://revistainnovaeducacion.com/index.php/rie/article/view/229
Nivel de acceso:acceso abierto
Materia:Pensamiento crítico
competencias transversales
enseñanza superior
resolución de problemas
revisión sistemática
Critical thinking
cross-cutting skills
higher education
problem solving
systematic review
Pensamento crítico
habilidades transversais
ensino superior
resolução de problemas
revisão sistemática
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network_name_str Revista Innova Educación
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dc.title.none.fl_str_mv Critical thinking in higher education students: a systematic review
Pensamiento crítico en estudiantes de educación superior: una revisión sistemática
Pensamento crítico em alunos do ensino superior: uma revisão sistemática
title Critical thinking in higher education students: a systematic review
spellingShingle Critical thinking in higher education students: a systematic review
López-Ruiz, Carolina
Pensamiento crítico
competencias transversales
enseñanza superior
resolución de problemas
revisión sistemática
Critical thinking
cross-cutting skills
higher education
problem solving
systematic review
Pensamento crítico
habilidades transversais
ensino superior
resolução de problemas
revisão sistemática
title_short Critical thinking in higher education students: a systematic review
title_full Critical thinking in higher education students: a systematic review
title_fullStr Critical thinking in higher education students: a systematic review
title_full_unstemmed Critical thinking in higher education students: a systematic review
title_sort Critical thinking in higher education students: a systematic review
dc.creator.none.fl_str_mv López-Ruiz, Carolina
Flores-Flores, Roxana
Galindo-Quispe, Ana
Huayta-Franco, Yolanda
author López-Ruiz, Carolina
author_facet López-Ruiz, Carolina
Flores-Flores, Roxana
Galindo-Quispe, Ana
Huayta-Franco, Yolanda
author_role author
author2 Flores-Flores, Roxana
Galindo-Quispe, Ana
Huayta-Franco, Yolanda
author2_role author
author
author
dc.subject.none.fl_str_mv Pensamiento crítico
competencias transversales
enseñanza superior
resolución de problemas
revisión sistemática
Critical thinking
cross-cutting skills
higher education
problem solving
systematic review
Pensamento crítico
habilidades transversais
ensino superior
resolução de problemas
revisão sistemática
topic Pensamiento crítico
competencias transversales
enseñanza superior
resolución de problemas
revisión sistemática
Critical thinking
cross-cutting skills
higher education
problem solving
systematic review
Pensamento crítico
habilidades transversais
ensino superior
resolução de problemas
revisão sistemática
description The present study aims to analyze the academic contributions to the development of critical thinking in higher education students. The methodology used was a systematic review with descriptive level, using the PRISMA Statement method, using the search in the online databases of Scopus, EBSCO, ProQuest and ERIC. The review took into account the profile of the university teacher, didactic strategies and skills for the development of critical thinking and the appropriate context for its strengthening. Thirteen scientific articles were analyzed, of which 5 articles were of descriptive non-experimental design, 5 were quasi-experimental and 3 were of mixed design. It was concluded that the development of critical thinking is necessary in higher education, since it is considered an indispensable skill to face the challenges in a globalized world and also allows the teacher and the student to develop within a teaching-learning process that demands clarity, efficacy, precision and equity in problem solving.
publishDate 2021
dc.date.none.fl_str_mv 2021-04-01
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://revistainnovaeducacion.com/index.php/rie/article/view/229
10.35622/j.rie.2021.02.006
url https://revistainnovaeducacion.com/index.php/rie/article/view/229
identifier_str_mv 10.35622/j.rie.2021.02.006
dc.language.none.fl_str_mv spa
eng
language spa
eng
dc.relation.none.fl_str_mv https://revistainnovaeducacion.com/index.php/rie/article/view/229/234
https://revistainnovaeducacion.com/index.php/rie/article/view/229/235
https://revistainnovaeducacion.com/index.php/rie/article/view/229/320
https://revistainnovaeducacion.com/index.php/rie/article/view/229/321
dc.rights.none.fl_str_mv https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
audio/mpeg
audio/mpeg
dc.publisher.none.fl_str_mv Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú
publisher.none.fl_str_mv Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú
dc.source.none.fl_str_mv Revista Innova Educación; Vol. 3 Núm. 2 (2021); 374-385
2664-1496
2664-1488
reponame:Revista Innova Educación
instname:Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú
instacron:INUDI
instname_str Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú
instacron_str INUDI
institution INUDI
reponame_str Revista Innova Educación
collection Revista Innova Educación
repository.name.fl_str_mv
repository.mail.fl_str_mv
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spelling Critical thinking in higher education students: a systematic reviewPensamiento crítico en estudiantes de educación superior: una revisión sistemáticaPensamento crítico em alunos do ensino superior: uma revisão sistemáticaLópez-Ruiz, CarolinaFlores-Flores, RoxanaGalindo-Quispe, AnaHuayta-Franco, YolandaPensamiento críticocompetencias transversalesenseñanza superiorresolución de problemasrevisión sistemáticaCritical thinkingcross-cutting skillshigher educationproblem solvingsystematic reviewPensamento críticohabilidades transversaisensino superiorresolução de problemasrevisão sistemáticaThe present study aims to analyze the academic contributions to the development of critical thinking in higher education students. The methodology used was a systematic review with descriptive level, using the PRISMA Statement method, using the search in the online databases of Scopus, EBSCO, ProQuest and ERIC. The review took into account the profile of the university teacher, didactic strategies and skills for the development of critical thinking and the appropriate context for its strengthening. Thirteen scientific articles were analyzed, of which 5 articles were of descriptive non-experimental design, 5 were quasi-experimental and 3 were of mixed design. It was concluded that the development of critical thinking is necessary in higher education, since it is considered an indispensable skill to face the challenges in a globalized world and also allows the teacher and the student to develop within a teaching-learning process that demands clarity, efficacy, precision and equity in problem solving.El presente estudio tiene como objetivo analizar los aportes académicos para el desarrollo del pensamiento crítico en estudiantes de educación superior. La metodología que se usó fue una revisión sistemática con nivel descriptivo, utilizando el método de Declaración PRISMA, empleando la búsqueda en las bases de datos online de Scopus, EBSCO, ProQuest y ERIC. En la revisión se tuvo en cuenta el perfil del docente universitario, estrategias didácticas, habilidades para el desarrollo del pensamiento crítico y el contexto adecuado para su fortalecimiento. Se realizó el análisis de 13 artículos científicos, de los cuales 5 artículos fueron de diseño no experimental descriptivo, 5 cuasi-experimentales y 3 de diseño mixto. Se concluyó que el desarrollo del pensamiento crítico es necesario en la educación superior, pues es considerada como una habilidad indispensable para enfrentar los retos en un mundo globalizado y también permite al docente y al estudiante, desenvolverse dentro de un proceso de enseñanza-aprendizaje que exige claridad, eficacia, precisión y equidad en la resolución de problemas.O presente estudo tem como objetivo analisar as contribuições acadêmicas para o desenvolvimento do pensamento crítico em estudantes do ensino superior. A metodologia utilizada foi uma revisão sistemática com nível descritivo, utilizando o método da Declaração PRISMA, utilizando a pesquisa nas bases de dados online da Scopus, EBSCO, ProQuest e ERIC. A revisão levou em consideração o perfil do professor universitário, as estratégias de ensino, as habilidades para o desenvolvimento do pensamento crítico e o contexto adequado para o seu fortalecimento. Foi realizada a análise de 13 artigos científicos, sendo 5 artigos de delineamento descritivo não experimental, 5 quase experimental e 3 de delineamento misto. Concluiu-se que o desenvolvimento do pensamento crítico é necessário no ensino superior, visto que é considerada uma habilidade imprescindível para enfrentar os desafios de um mundo globalizado e também permite que o professor e o aluno funcionem dentro de um processo de ensino-aprendizagem que exige clareza, eficiência, precisão e justiça na resolução de problemas.Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú2021-04-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfaudio/mpegaudio/mpeghttps://revistainnovaeducacion.com/index.php/rie/article/view/22910.35622/j.rie.2021.02.006Revista Innova Educación; Vol. 3 Núm. 2 (2021); 374-3852664-14962664-1488reponame:Revista Innova Educacióninstname:Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perúinstacron:INUDIspaenghttps://revistainnovaeducacion.com/index.php/rie/article/view/229/234https://revistainnovaeducacion.com/index.php/rie/article/view/229/235https://revistainnovaeducacion.com/index.php/rie/article/view/229/320https://revistainnovaeducacion.com/index.php/rie/article/view/229/321Derechos de autor 2021 Carolina López-Ruiz, Roxana Flores-Flores, Ana Galindo-Quispe, Yolanda Huayta-Francohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessoai:ojs2.revistainnovaeducacion.com:article/2292024-10-06T13:56:33Z
score 13.121034
Critical thinking in higher education students: a systematic review
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