Critical thinking is an essential competency for addressing the challenges of contemporary education. The objective of this systematic review was to analyze the teaching strategies with the strongest scientific support for its development across different educational contexts. The study was conducted according to the PRISMA 2020 guidelines through the review of twenty studies published between 2022 and 2026, selected from specialized databases according to quality and relevance criteria. The results show that problem-based learning, project-based learning, metacognition, and active methodologies are the most effective strategies for strengthening analysis, argumentation, problem-solving, and self-regulation skills. Likewise, generative artificial intelligence emerges as a complementary resource whose impact depends on appropriate pedagogical mediation. It is concluded that the development of critical thinking requires a comprehensive educational approach that articulates didactic innovation, teacher training, and emerging technologies.
Writing competence is an essential component of learning in primary education and requires pedagogical strategies supported by scientific evidence. This study aimed to synthesize the strategies used to develop writing competence through a systematic review of studies published between 2020 and 2025. The PRISMA 2020 guidelines were followed, and methodological quality was assessed using the Mixed Methods Appraisal Tool. The search was conducted in Scopus, Web of Science, ERIC, and ScienceDirect, resulting in the selection of 12 studies. The thematic synthesis made it possible to identify three convergence clusters: explicit instruction and self-regulation, peer interaction with technological mediation, and differentiated interventions according to student development. The findings show that the most effective strategies integrate cognitive, metacognitive, and collaborative processes through systematic teacher mediation. It is concluded that the development of writing competence requires comprehensive, progressive, and contextualized pedagogical approaches.
This study systematically reviews 36 recent research articles (2020–2024) on the development of critical thinking in teacher education for English as a foreign language. Although critical thinking is widely recognized as a core competency, recent studies remain fragmented regarding how it is conceptualized, taught, and assessed in English teacher education. This fragmentation makes an updated synthesis urgent amid recent pedagogical, intercultural, and digital transformations in teacher education. The PRISMA protocol was followed, and databases such as Scopus, Web of Science, and Redalyc were consulted, enabling an analysis of the geographical, methodological, theoretical, didactic, and contextual characteristics of the studies. Qualitative approaches predominate (61%), with a significant concentration in Asia (18 cases), followed by the Americas (8) and Europe (6). Among the theoretical frameworks identified, the cognitive approach (25%) and the sociocultural/sociocognitive approach (22%) stand out, highlighting the importance of connecting thinking with context and social interaction. Regarding didactic strategies, experiential learning (39.6%) is prominent, followed by critical or argumentative reflection (33.9%). However, major challenges remain: limited specialized training, curricular rigidity, and a persistent gap between theory and practice. The review maps recent trends, identifies persistent gaps, and offers pedagogical implications for strengthening critical thinking in English teacher education.
Nelson Rafael Toncel Herrera, Ángel Alfonso Jiménez Sierra· Frontiers in Education· 0 citations
Mathematical argumentation is increasingly recognized as a fundamental competency in mathematics education, yet no comprehensive synthesis of the instructional strategies employed to teach it has been developed to date. This systematic review aims to identify and synthesize the instructional strategies used in the teaching of mathematical argumentation at primary, secondary, and tertiary education levels, addressing the research question of what didactic strategies are used for this purpose. The review was conducted following PRISMA 2020 guidelines. A systematic search was performed in Scopus and supplemented by Google Scholar, covering the period from 2019 to 2025. After screening 138 records, 12 studies meeting the inclusion criteria were selected; categories were identified inductively through collaborative analysis carried out by both authors. Four main categories of instructional strategies emerged: technology-mediated approaches, including GeoGebra and Scratch; dialogic and debate-oriented models, such as DAIM, ACODESA, and peer feedback; historical and contextual approaches integrating the history of mathematics; and gamification and STEAM-based strategies. The most recurrent theoretical frameworks were the Toulmin model, socio-mathematical norms, and sociocultural perspectives. The evidence suggests improvements in argument quality and critical reasoning across the reviewed studies, and several interventions support a progression from empirically based arguments toward more deductive forms of reasoning, consistent with Duval’s distinction between argumentation and proof and Boero et al.’s construct of cognitive unity. Limitations include language bias, potential publication bias, and the absence of independent coding. The review emphasizes the need for longitudinal and cross-cultural research and offers insights for teacher education and curriculum design.
This systematic review identifies approaches, CT dimensions, outcomes and challenges for the implementation of computational thinking (CT) in science education. A systematic review of a curated Scopus dataset of 248 journal articles on CT in science education published between 2016 and 2025 was conducted. 44 studies were selected for the qualitative study, following the PRISMA 2020 guidelines. The findings of this review were obtained by means of a descriptive and inductive thematic synthesis of the selected studies. The results show that in science education, instead of a focus on programming and coding, CT is used as a pedagogical tool for the scientific practices and models of science and for inquiry-based learning of science. A conceptual and functional shift is identified from the four dimensions of CT and from systems thinking and modeling as learning objectives to scientific competences that are used as learning resources for understanding science. The more CT is used as an educational source for experiences of science, the more it can bring about transformations. However, the sustainable implementation of CT is obstructed by the aspect of teacher readiness, the assessment of CT, the curriculum and the capabilities of students. More research is needed that focuses on system support for learning CT in order to ensure sustainable implementation of CT in science education.
Critical thinking has become an essential competency for university students in responding to the transformation of higher education in the digital and artificial intelligence (AI) era. This study aims to synthesize empirical findings on students’ critical thinking skills using a systematic literature review (SLR) approach. The study employed PRISMA guidelines and collected data from Google Scholar publications between 2021 and 2026, resulting in 18 empirical articles that met the inclusion criteria. The findings indicate that research on students’ critical thinking is dominated by quantitative approaches focusing on psychological and pedagogical factors. Psychological factors such as self-efficacy, cognitive flexibility, and reflective thinking significantly influence students’ critical thinking skills. Meanwhile, pedagogical strategies such as Problem-Based Learning, collaborative learning, WebQuest, and digital learning effectively improve critical thinking skills. Furthermore, the development of AI has expanded the concept of critical thinking into the ability to evaluate digital information critically, reflectively, and adaptively.
N. Oktorina, B. Suryadi, Suprananto Suprananto· Jurnal Locus Penelitian dan...· 0 citations
This systematic review examines gamification as a teaching strategy that can enhance the teaching-learning processes of literacy by making them more dynamic, participatory, and meaningful for students in General Basic Education (EGB). The objective of this study is to analyze the contributions of gamification as a teaching strategy for strengthening literacy. It was conducted using the PRISMA methodology, involving an exhaustive literature search in academic databases such as Scielo, Latindex, and Scopus, considering publications from 2020 to 2026. Initially, 582 articles were identified; after applying the inclusion and exclusion criteria, the screening process, and the eligibility assessment, 15 relevant scientific articles were selected for the final analysis. The results highlight that gamification increases interest, motivation, active participation, critical thinking, and meaningful learning, thereby promoting the development of skills such as reading comprehension, written production, and other communication competencies. Furthermore, both international and national studies agree that the proper implementation of strategies requires adequate instructional planning and teacher training. In conclusion, gamification is an effective and relevant instructional strategy for strengthening literacy, providing scientific evidence that supports its incorporation into academic processes and its contribution to a transformative and inclusive education.
Diana Elizabeth Marcalla Bajaña, B. P. Pinto Ayala, Madeline María Alvia Rodríguez et al.· Sage Sphere Multidisciplinar...· 0 citations
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