Didactic-methodological strategies for strengthening critical thinking in university students

Abstract

This article is constituted as an analytical scientific investigation of the importance of didactic-methodological strategies to develop critical thinking in university students, since society requires people with broad decision-making capacity and problem solving in a reflective, innovative and creative. It is a documentary research that uses methods for the interpretation of scientific literature and the construction of the scientific text. The results reveal the role that the teacher must play to encourage critical thinking in students from the deployment of strategies that complement technological, pedagogical and disciplinary knowledge. It concludes by noting the importance of the development of critical thinking of university students from pedagogical autonomy, being favorable for the development of their personal and professional skills, and their leading role in the transformation of society.