Rutinas de pensamiento como estrategia transformadora en la educación del siglo XXI: una revisión crítica del enfoque Visible Thinking

In response to the challenges of contemporary education—marked by superficial learning and the persistence of traditional instructional models—thinking routines emerge as powerful strategies to transform school culture, foster critical thinking, and support meaningful teaching. This study aims to critically analyze scientific literature from 2010 to 2024 on the implementation of thinking routines in formal educational settings, identifying benefits, challenges, and pedagogical projections. A narrative review with a qualitative, thematic-comparative approach was conducted using high-impact academic sources. Findings reveal that these routines enhance reading comprehension, emotional self-regulation, and argumentation across educational levels while reshaping the teacher's role. However, limitations remain related to conventional practices, theoretical gaps, and institutional constraints. The study concludes that thinking routines are not isolated techniques but transformative pedagogical tools, whose impact depends on reflective, contextual, and sustained integration into teaching practice.