Didactic Strategy to Develop Critical Thinking Mediated by Digital Didactic Resources Supported by Learning Analytics
Published 2026-05-09
Keywords
- critical thinking,
- teaching strategy,
- digital resources
How to Cite
Abstract
This research developed an innovative teaching strategy that
promotes critical thinking in ninth-grade students through the
structured integration of digital learning resources supported by
learning analytics. The study adopted a qualitative approach that
allowed for a deep understanding of students' perceptions and
expert validation of the teaching proposal. The theoretical
framework established that critical thinking involves a regulated
and intelligent process of conceptualizing, analyzing, synthesizing,
and evaluating information, and reflectively determining criteria of effectiveness and fairness: clarity, precision, relevance, logical sequence, and equity. Digital teaching resources, including
interactive simulators, virtual labs, and gamification platforms,
were recognized for personalizing learning pathways and fostering
cognitive interaction. The educational assessment revealed substantial gaps in the strategic digital tools used to develop critical thinking skills, with only 25% of students believing that
digital activities went beyond mere memorization, while 75% reported specific educational needs. The designed strategy
integrated five fundamental methodological dimensions: problem
based learning, Socratic methods, guided conceptual analysis,
reflective self-assessment, and educational gamification. High competence validation using the Chernoff face method with 12 experts confirmed the viability and relevance of the proposal, especially highlighting technological viability (83% positive
evaluation) and curricular complementarity (75% approval).
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References
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