University Education 5.0: Immersive Technology and Data for Critical Thinking.

This study analyses the impact of immersive technology and the use of learninganalytics on the development of critical thinking among university students in Ecuadorand Peru, within the framework of Education 5.0. The research is justified by the urgentneed to transform learning environments into more interactive, personalised, andstudent-centred models. A quasi-experimental mixed-methods design was employed,involving a purposive sample of 120 students who participated in a pedagogicalintervention based on virtual reality (VR 360°) and learning analytics tools. A validatedrubric (Paul and Elder) was used to apply pre- and post-tests, along with semi-structuredinterviews conducted with students and lecturers. The results reveal significantimprovement in all dimensions of critical thinking, with notable gains in inference (+1.1),evaluation (+1.0), and metacognition (+1.0). Interviews highlighted positive perceptionsregarding the immersive environment, automated feedback, and the usefulness of datafor self-regulated learning. It is concluded that the integration of immersive technologiesand educational analytics constitutes an effective pedagogical strategy to enhancecomplex cognitive competencies. Additionally, methodological and technologicalimplications are proposed for redesigning university teaching practices, emphasising thefeasibility of replicating this intervention in Andean contexts. The research providesempirical evidence to promote educational innovation in the region, aligned with theprinciples of Education 5.0.