Digital pedagogies and the development of critical thinking in basic education: a systematic review

Abstract

The integration of digital pedagogies in basic education represents a strategic challenge for fostering critical thinking in an increasingly digitalized world. This article examined the scientific production on digital pedagogies aimed at developing critical thinking in basic education during 2020–2025 through a systematic review complemented by bibliometric analysis, aligned with SDG 4. The review followed the PRISMA 2020 protocol, searching Scopus, Web of Science, and ERIC, yielding 2,101 records, of which 60 met eligibility criteria and formed the final corpus. The analysis combined a bibliometric dimension, conducted with Bibliometrix R, with qualitative analysis through three-phase thematic coding. Findings reveal a paradox: although critical thinking is the most frequent concept in conceptual maps. Europe   and Asia  account for two-thirds of the output, while Latin America  and Africa   remain underrepresented.   Four thematic clusters, five research gaps, and four emerging areas were identified, highlighting generative artificial intelligence as the most dynamic line, yet disconnected from basic education. Teacher training emerges as a key mediator between technology and critical thinking. Longitudinal studies in the Global South, pedagogical frameworks for integrating AI into basic education, and interculturally validated assessment tools are urgently needed to close equity and knowledge gaps