Didactic creativity as a driver in the development of critical thinking in students

Abstract

The research was conducted with the purpose of analyzing the relationship between didactic innovation and the development of critical thinking in higher education students, aiming to identify strategies that promote autonomous and reflective learning processes. A qualitative approach was employed through a case study and semi-structured interviews with teachers experienced in active methodologies, complemented by document analysis and observation of educational practices. The results showed that the implementation of strategies such as problem-based and project-based learning enhanced the cognitive and metacognitive dimensions of critical thinking, supported self-regulation, reflection, and students’ analytical and synthetic abilities, and demonstrated that the integration of technological tools and the appropriate design of learning environments strengthened interaction and collective knowledge construction. Pedagogical and curricular barriers were identified, including rigid curricula and lack of specialized training, which limited innovation. Based on the findings, comprehensive strategies were recommended, combining active methodologies, formative assessment, intentional learning environment design, and collaboration and debate strategies, with the aim of systematically promoting critical thinking. The study provided evidence on the importance of integrating pedagogical creativity, educational technology, and instructional planning to reinforce critical thinking in higher education.