PEDAGOGICAL STRATEGIES FOR PROMOTING CRITICAL THINKING IN SECONDARY SCHOOL STUDENTS

Abstract

This literature review article aims to disseminate effective pedagogical strategies to promote critical thinking among secondary school students. Through a systematic review of 16 national and international studies, the most relevant strategies were identified, described, and analyzed, along with their contribution to the development of this skill. The findings show that critical thinking is an essential competency for autonomous learning, civic engagement, and the resolution of complex problems. Among student-centered active pedagogical strategies, Problem-Based Learning (PBL), Project-Based Learning (PjBL), collaborative work, academic debate, and dialogic teaching stand out for their positive impact on the development of argumentation, inference, decision-making, and critical reflection. When properly implemented, these methodologies not only improve academic performance but also increase student participation and engagement. Likewise, the use of educational technologies and gamification emerges as an innovative resource that enhances motivation, logic, and perseverance, provided it is coherently aligned with clear pedagogical objectives. Therefore, fostering critical thinking in the school environment is not merely a didactic challenge, but also an ethical and social commitment. Turning the classroom into a space where students think, question, and actively construct their knowledge is essential for an education that is both conscious and relevant to the demands of today’s world. This study offers a solid foundation for the design of future curricular proposals and educational interventions at different levels of instruction.