The role of the teacher in the construction of critical thinking in higher education
DOI:
https://doi.org/10.63618/omd/ssjm/v1/n3/18Keywords:
critical thinking, higher education, university teaching, active methodologies, pedagogical trainingAbstract
The lack of clarity about the role of teachers in the promotion of critical thinking in higher education represents a persistent challenge that affects the quality of university education. Despite the recognition of this competence as fundamental for professional and civic practice, many teaching practices continue to focus on the transmission of content, with little capacity to promote reflective analysis, argumentation and decision making. This study was developed under a qualitative literature review approach, collecting academic literature between 2013 and 2024 in indexed databases. The results show that active methodologies such as problem-based learning, case studies and inverted classrooms enhance critical thinking when properly applied. However, their implementation faces structural limitations, such as the lack of pedagogical training of teachers, low institutional support and curricular rigidity. It is concluded that transforming university teaching requires policies that strengthen didactic training, promote innovation and recognize the strategic value of critical teaching.
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Copyright (c) 2023 Guerrero-Bermúdez, Ángel Enrique, Vivar-Sigcho, Marco Vinicio, Campo-Saransig, Damián Alexander, Reyes-Guzmán, Alejandro (Autor/a)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
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