Critical Reading and Human Rights in Police Students: Development of Citizen Competencies to Prevent Crimes

Critical reading is a fundamental transversal competence for the development of meaningful learning in police education and law enforcement training. This study aimed to evaluate the mediating role of knowledge about human rights in the relationship between critical reading and citizenship competencies in Colombian police students. The design was non-experimental cross-sectional with correlational-explanatory scope. The sample consisted of 5,313 Colombian police students (59.1% male and 40.9% female, M age = 22.56; SD = 3.46). Maximum performance tests were used to measure critical reading, human rights, and citizenship competencies. A mediation analysis using PROCESS Model 4 found a significant direct effect of critical reading on citizenship competencies (β = .3202, SE = 0.0066, p < .01; 95% CI [0.3072, 0.3331]), and on human rights (β = .5193, SE = 0.0083, p < .01; 95% CI [0.5031, 0.5356]). Additionally, knowledge about human rights had a direct effect on citizenship competencies (β = .2286, SE = 0.0105, p < .001; 95% CI [0.1071, 0.1303]). Moreover, an indirect effect of critical reading on citizenship competencies through knowledge of human rights was observed (β = ,1,187 SE = 0.0059, p < .001). The global model explained 31.01% of the variance ( R 2 = .3101). The study highlights the importance of enhancing pedagogical strategies to foster critical reading, as it is essential for strengthening knowledge of human rights and citizenship competencies.