Project-Based Learning: an Effective Strategy for Improving Critical Thinking in Universities

Purpose: This research evaluated critical thinking in university students using the application of a learning with projects educational program as a strategy. Theoretical Framework: It was based on the theoretical foundations on critical thinking, being the basis of the study of cognitivism, as well as on the relationship between critical thinking and higher education, as a goal of university education, to promote the development of higher thinking based on criticism, innovation and creativity. Design/methodology/approach: A quantitative research with a quasi-experimental design was developed with the participation of 60 university students from the Faculty of Education of a public university in the Loreto region of Peru. Results and Discussion: A significant relationship was found between the educational program learning with projects and critical thinking (p<0.005) in which the training of university students in critical thinking competencies partially had this relationship. The results indicated that the university students who were part of the study had better competencies in the development of critical thinking. Research, practical and social implications: It can be stated that project-based learning is important to improve problem solving and informed decision making skills as competencies in university students to respond to the challenges of the 21st century. Originality/value: This study contributes original value to the field of undergraduate formative study by providing empirical evidence on the effectiveness of the project-based learning educational program to improve critical thinking in Peruvian university students.