Estrategias didácticas y desarrollo del pensamiento crítico en estudiantes universitarios: un análisis mediante modelamiento de ecuaciones estructurales

Franks Paredes Rosales

doi:10.18050/psiquemag.v15i1.4349

Authors

Franks Paredes Rosales Universidad San Ignacio de Loyola https://orcid.org/0000-0002-8965-315X

DOI:

https://doi.org/10.18050/psiquemag.v15i1.4349

Keywords:

critical thinking, active teaching strategies, higher education, argumentative competencies, structural equation modeling

Abstract

Critical thinking is a key competence in higher education; however, its development remains limited among university students. The aim of this study was to examine the relationship between active teaching strategies based on argumentative competencies and critical thinking in higher education students. A quantitative approach with a non-experimental, cross-sectional, and correlational design was employed. The sample consisted of 180 university students selected through non-probabilistic convenience sampling. Data were analyzed using exploratory factor analysis, confirmatory factor analysis, and structural equation modeling estimated with the unweighted least squares (ULS) method. The instruments showed adequate validity and reliability (α ≥ .75; AVE ≥ .50; CR ≥ .70). The structural model demonstrated acceptable fit (CFI = .93; RMSEA = .065) and a positive, significant association between active teaching strategies and critical thinking (β = .77, p < .001), explaining 60% of its variance. Findings suggest that argumentation-based, collaborative, and problem-solving teaching approaches are associated with higher levels of critical thinking. Implications for pedagogical planning and higher education are discussed.

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