Abstract
Critical thinking is an essential competency for addressing the challenges of contemporary education. The objective of this systematic review was to analyze the teaching strategies with the strongest scientific support for its development across different educational contexts. The study was conducted according to the PRISMA 2020 guidelines through the review of twenty studies published between 2022 and 2026, selected from specialized databases according to quality and relevance criteria. The results show that problem-based learning, project-based learning, metacognition, and active methodologies are the most effective strategies for strengthening analysis, argumentation, problem-solving, and self-regulation skills. Likewise, generative artificial intelligence emerges as a complementary resource whose impact depends on appropriate pedagogical mediation. It is concluded that the development of critical thinking requires a comprehensive educational approach that articulates didactic innovation, teacher training, and emerging technologies.
References
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[2] J. Piaget, La formación del símbolo en la infancia. Barcelona, España: Paidós, 1936.
[3] M. Davies, “A Model of Critical Thinking in Higher Education,” in Higher Education: Handbook of Theory and Research, vol. 30, M. B. Paulsen, Ed. Cham, Switzerland: Springer, 2015, pp. 41–92. doi: 10.1007/978-3-319-12835-1_2.
[4] O. L. Liu, L. Frankel, and K. C. Roohr, “Assessing critical thinking in higher education: Current state and directions for next-generation assessment,” ETS Research Report Series, vol. 2014, no. 1, pp. 1–23, 2014. doi: 10.1002/ets2.12009.
[5] R. L. Williams, “Targeting critical thinking within teacher education: The potential impact on society,” The Teacher Educator, vol. 40, no. 3, pp. 163–187, 2004. doi: 10.1080/08878730509555359.
[6] A. Lithoxoidou and T. Georgiadou, “Critical Thinking in Teacher Education: Course Design and Teaching Practicum,” Education Sciences, vol. 13, no. 8, Art. 837, 2023. doi: 10.3390/educsci13080837.
[7] G. van den Berg and E. du Plessis, “ChatGPT and Generative AI: Possibilities for Its Contribution to Lesson Planning, Critical Thinking and Openness in Teacher Education,” Education Sciences, vol. 13, no. 10, Art. 998, 2023. doi: 10.3390/educsci13100998.
[8] P. Andreucci-Annunziata, A. Riedemann, S. Cortés, A. Mellado, M. T. del Río, and A. Vega-Muñoz, “Conceptualizations and Instructional Strategies on Critical Thinking in Higher Education: A Systematic Review of Systematic Reviews,” Frontiers in Education, vol. 8, Art. 1141686, 2023. doi: 10.3389/feduc.2023.1141686.
[9] L. Yu and Z. M. Zin, “The Critical Thinking-Oriented Adaptations of Problem-Based Learning Models: A Systematic Review,” Frontiers in Education, vol. 8, Art. 1139987, 2023. doi: 10.3389/feduc.2023.1139987.
[10] T. Tafakur, H. Retnawati, and A. A. M. Shukri, “Effectiveness of Project-Based Learning for Enhancing Students’ Critical Thinking Skills: A Meta-analysis,” Jurnal Inovasi Pembelajaran, vol. 9, no. 2, pp. 191–209, 2023. doi: 10.22219/jinop.v9i2.22142.
[11] B. Thornhill-Miller et al., “Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education,” Journal of Intelligence, vol. 11, no. 3, Art. 54, 2023. doi: 10.3390/jintelligence11030054.
[12] D. L. Jaramillo Gómez, A. J. Álvarez Maestre, A. E. Parada Trujillo, C. A. Pérez Fuentes, D. H. Bedoya Ortiz, and R. K. Sanabria Alarcón, “Determining Factors for the Development of Critical Thinking in Higher Education,” Journal of Intelligence, vol. 13, no. 6, Art. 59, 2025. doi: 10.3390/jintelligence13060059.
[13] M. H. Guamanga, C. Saiz, S. F. Rivas, and P. M. Bueno, “Critical Thinking and Metacognition: Pathways to Empathy and Psychological Well-Being,” Journal of Intelligence, vol. 13, no. 3, Art. 34, 2025. doi: 10.3390/jintelligence13030034.
[14] M. Vendrell, “Desarrollo del pensamiento crítico en la universidad: Estrategias para superar desafíos y fomentar su crecimiento,” Revista de la Educación Superior, 2024. doi: 10.36857/resu.2024.210.2848.
[15] M. L. Styers, P. A. Van Zandt, and K. L. Hayden, “Active Learning in Flipped Life Science Courses Promotes Development of Critical Thinking Skills,” CBE—Life Sciences Education, vol. 17, no. 3, Art. ar39, 2018. doi: 10.1187/cbe.16-11-0332.
[16] S. Amin, S. Utaya, S. Bachri, S. Sumarmi, and S. Susilo, “Effect of Problem Based Learning on Critical Thinking Skill and Environmental Attitude,” Journal for the Education of Gifted Young Scientists, vol. 8, no. 2, pp. 743–755, 2020. doi: 10.17478/jegys.650344.
[17] A. Marini, U. Muawanah, and A. Marfu, “Enhancing Critical Thinking through Problem-Based Learning: The Role of Student Engagement and Technology for Education Sustainability in Indonesia,” Sustainable Futures, vol. 11, Art. 101846, 2026.
[18] L. Hao, S. M. Yusoff, and K. Tian, “Impacts of AI-Enhanced Task-Based Learning on EFL Postgraduates’ Higher-Order Thinking Skills and English Academic Writing Self-Efficacy,” Journal of English for Academic Purposes, vol. 80, Art. 101652, 2026.
[19] T. Balart, B. Díaz, and K. Shryock, “A Systematic Literature Review on the Pedagogical Implications and Impact of Generative AI on Students’ Critical Thinking,” Algorithms, vol. 19, no. 3, Art. 179, 2026.
[20] M. Vendrell and S. K. Johnston, “Scaffolding Critical Thinking with Generative AI: Design Principles for Integrating Large Language Models in Higher Education,” Computers & Education: Artificial Intelligence, Art. 100572, 2026.
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