Abstract
Critical thinking is an essential competence in contemporary education, which has driven the integration of information and communication technologies (ICT) into teaching and learning processes. This study aimed to analyze the scientific evidence on ICT-based strategies that foster the development of critical thinking. A systematic review was conducted following the PRISMA guidelines using the Scopus and SciELO databases, resulting in the selection of 20 studies published between 2023 and 2026. The findings indicate that artificial intelligence, collaborative platforms, gamification, and virtual learning environments strengthen critical thinking when integrated through active learning methodologies and supported by adequate teacher digital competence. Barriers related to teacher trai-ning, the digital divide, and institutional constraints were also identified. The study concludes that the educational impact of ICT depends more on pedagogical integration than on technological availability.
References
[2] K. Okoye et al., “Impact of digital technologies upon teaching and learning in higher education in Latin America,” Education and Information Technologies, vol. 28, no. 2, pp. 2291–2360, 2023, doi: 10.1007/s10639-022-11214-1.
[3] J. Cabero-Almenara, J. J. Gutiérrez-Castillo, J. Barroso-Osuna, and A. Rodríguez-Palacios, “Digital Teaching Competence according to the DigCompEdu framework,” Journal of New Approaches in Educational Research, vol. 12, no. 2, pp. 276–291, 2023, doi: 10.7821/naer.2023.7.1452.
[4] C. Coll, F. Díaz Barriga, A. Engel, and J. Salinas, “Evidencias de aprendizaje en prácticas educativas mediadas por tecnologías digitales,” RIED, vol. 26, no. 2, pp. 9–25, 2023, doi: 10.5944/ried.26.2.37293.
[5] G. Lampropoulos and Kinshuk, “Virtual reality and gamification in education: A systematic review,” Educational Technology Research and Development, vol. 72, no. 3, pp. 1691–1785, 2024, doi: 10.1007/s11423-024-10351-3.
[6] L. Liang, C. Zheng, K. Liu, J. Xu, J. Fei, and S. Mei, “The relationship between ICT usage and academic performance,” Teaching and Teacher Education, vol. 160, Art. no. 105034, 2025, doi: 10.1016/j.tate.2025.105034.
[7] J. Hu and Y. Zhang, “Growth mindset mediates perceptions of teachers’ and parents’ process feedback in digital reading performance,” Learning and Instruction, vol. 90, Art. no. 101874, 2024, doi: 10.1016/j.learninstruc.2024.101874.
[8] M. M. Msambwa and K. Daniel, “A systematic literature review on ICT integration in teaching and learning,” European Journal of Education, vol. 59, no. 4, 2024, doi: 10.1111/ejed.12696.
[9] A. S. Cisneros-Barahona, L. Marqués-Molías, G. N. Samaniego-Erazo, and C. M. Mejía-Granizo, “Evaluación de la competencia digital docente,” RIED, vol. 27, no. 2, 2024, doi: 10.5944/ried.27.2.39122.
[10] V. Gabarda Méndez, M. I. Pardo Baldoví, M. Sánchez Cruz, and D. Marín Suelves, “Docente digital: Influencia de la formación inicial y permanente en la competencia digital docente,” International Journal of Educational Research and Innovation, no. 23, 2025, doi: 10.46661/ijeri.10769.
[11] D. Hernández Palomeque and D. Rodríguez Gómez, “Barreras y facilitadores en la implementación de experiencias gamificadas en la educación superior,” Pixel-Bit, no. 74, 2025, doi: 10.12795/pixelbit.117118.
[12] E. Sánchez Castellanos, V. Gabarda Méndez, D. Marín Suelves, and J. A. Ramón-Llin Mas, “Explorando la competencia digital docente en educación secundaria,” Pixel-Bit, no. 74, 2025, doi: 10.12795/pixelbit.114743.
[13] M. I. Rueda Ñopo et al., “Virtual resources for student feedback in higher education: A systematic review,” Academic Journal of Interdisciplinary Studies, vol. 13, no. 6, Art. no. 107, 2024, doi: 10.36941/ajis-2024-0182.
[14] J. León Naranjo, “El modelo TPACK: una estrategia para potenciar las competencias digitales docentes,” LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, vol. 5, no. 4, 2024, doi: 10.56712/latam.v5i4.2395.
[15] M. Á. Paidican-Soto and P. A. Arredondo-Herrera, “Conocimiento técnico pedagógico del contenido (TPACK) en contextos rurales: una revisión bibliográfica,” Revista de Estudios y Experiencias en Educación, vol. 23, no. 51, pp. 128–152, 2024, doi: 10.21703/rexe.v23i51.2183.
[16] N. B. Alotaibi, “Adoption of AI tools in education: Examining influencing factors and their impact on students' critical thinking skills,” Computers in Human Behavior Reports, vol. 21, Art. no. 100990, 2026, doi: 10.1016/j.chbr.2026.100990.
[17] V. J. Clemente-Suárez et al., “Digital device usage and childhood cognitive development,” Children, vol. 11, no. 11, Art. no. 1299, 2024, doi: 10.3390/children11111299.
[18] A. Din Eak and N. Annamalai, “Enhancing online learning: A systematic literature review exploring the impact of screencast feedback,” Asian Association of Open Universities Journal, vol. 19, no. 3, pp. 247–263, 2024, doi: 10.1108/AAOUJ-08-2023-0100.
This work is licensed under a Creative Commons Attribution 4.0 International License.