Innovative teaching strategies to strengthen critical thinking in basic education students
DOI:
https://doi.org/10.63688/grwk8726Keywords:
innovative teaching strategies, critical thinking, basic education, active learning, educational innovationAbstract
This study aimed to analyze innovative teaching strategies that contribute to strengthening critical thinking skills among basic education students. A structured literature review with a qualitative and descriptive-analytical approach was conducted, considering 15 scientific publications from 2020 to 2026. The documentary analysis was organized into five thematic categories: active learning methodologies and problem-solving, scientific inquiry and argumentation, collaborative learning and task-based teaching, gamification and digital tools, and pedagogical approaches to critical thinking development. The reviewed studies examined strategies such as problem-based learning, project-based learning, collaborative learning, scientific inquiry, educational games, and digital resources. The findings identified opportunities to promote analytical reasoning, interpretation, argumentation, reflective thinking, and problem-solving through active and contextualized learning experiences. However, differences in research designs, educational levels, assessment instruments, and implementation conditions prevented the establishment of consistent quantitative effects across the studies. It was concluded that innovative teaching strategies offer valuable opportunities to strengthen critical thinking in basic education when supported by appropriate instructional planning, teacher guidance, and continuous assessment. Further empirical research is recommended to evaluate their effectiveness in different educational contexts and identify the pedagogical conditions that support meaningful learning.
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Copyright (c) 2026 Yesenia Lisbeth Méndez Guacho, Willian Giovanny Campaña Campaña, Ana Cristina Sigcha Pilaguano, Mari Jacqueline Bernal Samaniego, Josselyn Adriana Chávez Maldonado (Autor/a)
This work is licensed under a Creative Commons Attribution 4.0 International License.
