Building critical thinking from dialogical praxis in the university classroom

Abstract

This study explores the relationship between critical thinking and dialogical pedagogy within the context of higher education, with a focus on the Language course taught to first-year Dentistry students at the UNIANDES Ibarra campus. Employing a mixed-methods approach with a descriptive-exploratory design, the research assessed the development level of critical thinking among a sample of 28 students through Likert-scale questionnaires and rubrics applied to argumentative essays. The findings revealed that over 50% of students exhibit significant challenges in evidence-based argumentation, the formulation of independent judgments, and critical engagement, indicating a prevalent trend toward passive learning. The study identifies dialogical pedagogy as an effective methodological strategy to counteract these limitations by fostering participatory learning environments grounded in mutual respect, horizontal interaction, and co-construction of knowledge. Testimonies collected through interviews with both instructors and students underscore the transformative potential of dialogue in the learning experience, as well as the enhancement of higher-order cognitive skills linked to logical reasoning, self-criticism, and reflective thinking.