Ciudadanos digitales críticos: Estrategias pedagógicas para el desarrollo del pensamiento crítico en la era de la información

Critical thinking is a fundamental competency for the comprehensive education of 21st-century university students, particularly in a social and educational context marked by widespread access to information, the complexity of contemporary phenomena, and the need for reflective and participatory citizenship. This article presents a documentary review aimed at analyzing pedagogical strategies implemented in higher education for the development of critical thinking, based on 15 academic sources published between 2020 and 2024. The methodology used is qualitative and descriptive, through the systematic analysis of documents, including scientific articles, theses, and theoretical journals, selected for their relevance, timeliness, and thematic relevance. The results show that active methodologies such as debate, argumentation, case analysis, collaborative work, and the use of digital resources were effective in fostering critical thinking in students. Likewise, the institutional, methodological, and behavioral factors that positively or negatively influence the implementation of these strategies were identified. The importance of solid teacher training, curriculum redesign incorporating critical thinking as a cross-cutting theme, and the use of digital technologies to enrich the teaching and learning processes are highlighted. Finally, it is concluded that the development of critical thinking in higher education constitutes not only a pedagogical challenge but also an ethical and social responsibility that requires institutional commitment, pedagogical innovation, and active student participation.