Theoretical review on the impact of active learning methodologies on the formation of critical thinking
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Abstract
Today's society demands the formation of citizens with intellectual autonomy capable of solving complex problems in dynamic environments. In this scenario, the research aims to analyze the relationship between active methodologies and the development of critical thinking through a narrative review of the scientific literature. The methodology is based on the QR (Questions and Reproducibility) method, applying a rigorous search protocol in the Scopus database. High-impact documents published between 2020 and 2024 were selected and analyzed, categorized according to their relevance in pedagogical dimensions and cognitive competencies. The results show that strategies such as problem-based learning, flipped classrooms and the use of emerging technologies act as motivational drivers that displace the traditional teaching model. It is identified that critical thinking does not arise spontaneously, but requires deliberate teaching planning that encourages curiosity and reasoned debate. It is concluded that the integration of active methodologies with the constructivist approach constitutes the necessary binomial to generate significant learning, allowing the student to act as the protagonist of their own knowledge and respond ethically to the challenges of contemporary society.
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