Pensamiento Crítico e Inteligencia Artificial. Retos en Educación Secundaria Iberoamericana para Fortalecer la Alfabetización Algorítmica y Juicio Ético.
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| Title: | Pensamiento Crítico e Inteligencia Artificial. Retos en Educación Secundaria Iberoamericana para Fortalecer la Alfabetización Algorítmica y Juicio Ético. |
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| Alternate Title: | Critical Thinking and Artificial Intelligence. Challenges in IberoAmerican Secondary Education to strengthen Algorithmic Literacy and Ethical Judgment. |
| Authors: | Fabiola, Barajas-Meneses1,2 fbarajas@unac.edu.mx, María Cristina, Gamboa Mora1,3 maria.gamboa@unad.edu.co |
| Source: | Comunicar. ene2026, Vol. 34 Issue 84, p200-214. 15p. |
| Subject Terms: | *Critical thinking, *Artificial intelligence, *Secondary education, *Digital literacy, *Teaching methods, Moral judgment |
| Geographic Terms: | Latin America |
| Abstract (English): | This study presents a systematic review of scientific production on critical thinking and its articulation with artificial intelligence (AI) in secondary education, published in Scopus between 2017 and 2024. The research was conducted in accordance with the PRISMA 2020 statement, with a protocol registered in PROSPERO. It included 821 documents, analyzed using categorical and co-occurrence criteria, supplemented by Bradford’s Law to examine editorial concentration. The results show sustained growth, with an accelerated increase in studies on AI since 2020. The corpus shows that critical thinking is mainly linked to active methodologies such as problem-based learning, projects, and games, and to emerging digital skills such as STEM and computational thinking; gaps still persist in the metacognitive and ethical dimensions. The hegemony of English, editorial dispersion, and low participation from Latin America were confirmed. In synthesis, it is concluded that critical thinking is a cross-cutting competency for addressing the challenges of AI in secondary education. Furthermore, this study proposes challenges for Iberoamerica to work on promoting critical thinking using AI in interdisciplinary contexts to combine three relevant dimensions in digital training: cognitive, metacognitive, and ethical. To achieve this, it is necessary to promote pedagogical strategies, teacher training, and communication, as well as advances in educational policy to promote critical algorithmic literacy. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Este estudio presenta una revisión sistemática de la producción científica sobre pensamiento crítico y su articulación con la inteligencia artificial (IA) en la educación secundaria, publicada en Scopus entre 2017 y 2024. La investigación se desarrolló conforme a la declaración PRISMA 2020, con protocolo registrado en PROSPERO, integró 821 documentos, analizados con criterios categoriales y de coocurrencia, complementados con la Ley de Bradford para examinar la concentración editorial. Los resultados evidencian un crecimiento sostenido, con un aumento acelerado de estudios sobre IA a partir de 2020, el corpus muestra que el pensamiento crítico se vincula principalmente a metodologías activas como el aprendizaje basado en problemas, proyectos y juegos, y a competencias digitales emergentes como STEM y pensamiento computacional; aún persisten vacíos en las dimensiones metacognitivas y éticas. Se confirmó la hegemonía del inglés, la dispersión editorial y la baja participación de Iberoamérica. En síntesis, se concluye que el pensamiento crítico constituye una competencia transversal para enfrentar los retos de la IA en secundaria. Además, este estudio plantea como retos para Iberoamérica trabajar en la promoción del pensamiento crítico haciendo uso de la IA, en contextos interdisciplinarios, para conjugar tres dimensiones relevantes en la formación digital: lo cognitivo, lo metacognitivo y lo ético. Para el logro es necesario el impulso de estrategias pedagógicas, formación docente y en comunicación, así como avance en la política educativa para promover una alfabetización algorítmica crítica. [ABSTRACT FROM AUTHOR] |
| Copyright of Comunicar is the property of Oxbridge Publishing House and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 190997728 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Pensamiento Crítico e Inteligencia Artificial. Retos en Educación Secundaria Iberoamericana para Fortalecer la Alfabetización Algorítmica y Juicio Ético. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: Critical Thinking and Artificial Intelligence. Challenges in IberoAmerican Secondary Education to strengthen Algorithmic Literacy and Ethical Judgment. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Fabiola%2C+Barajas-Meneses%22">Fabiola, Barajas-Meneses</searchLink><relatesTo>1,2</relatesTo><i> fbarajas@unac.edu.mx</i><br /><searchLink fieldCode="AR" term="%22María+Cristina%2C+Gamboa+Mora%22">María Cristina, Gamboa Mora</searchLink><relatesTo>1,3</relatesTo><i> maria.gamboa@unad.edu.co</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Comunicar%22">Comunicar</searchLink>. ene2026, Vol. 34 Issue 84, p200-214. 15p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Artificial+intelligence%22">Artificial intelligence</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Digital+literacy%22">Digital literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Moral+judgment%22">Moral judgment</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Latin+America%22">Latin America</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: This study presents a systematic review of scientific production on critical thinking and its articulation with artificial intelligence (AI) in secondary education, published in Scopus between 2017 and 2024. The research was conducted in accordance with the PRISMA 2020 statement, with a protocol registered in PROSPERO. It included 821 documents, analyzed using categorical and co-occurrence criteria, supplemented by Bradford’s Law to examine editorial concentration. The results show sustained growth, with an accelerated increase in studies on AI since 2020. The corpus shows that critical thinking is mainly linked to active methodologies such as problem-based learning, projects, and games, and to emerging digital skills such as STEM and computational thinking; gaps still persist in the metacognitive and ethical dimensions. The hegemony of English, editorial dispersion, and low participation from Latin America were confirmed. In synthesis, it is concluded that critical thinking is a cross-cutting competency for addressing the challenges of AI in secondary education. Furthermore, this study proposes challenges for Iberoamerica to work on promoting critical thinking using AI in interdisciplinary contexts to combine three relevant dimensions in digital training: cognitive, metacognitive, and ethical. To achieve this, it is necessary to promote pedagogical strategies, teacher training, and communication, as well as advances in educational policy to promote critical algorithmic literacy. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: Este estudio presenta una revisión sistemática de la producción científica sobre pensamiento crítico y su articulación con la inteligencia artificial (IA) en la educación secundaria, publicada en Scopus entre 2017 y 2024. La investigación se desarrolló conforme a la declaración PRISMA 2020, con protocolo registrado en PROSPERO, integró 821 documentos, analizados con criterios categoriales y de coocurrencia, complementados con la Ley de Bradford para examinar la concentración editorial. Los resultados evidencian un crecimiento sostenido, con un aumento acelerado de estudios sobre IA a partir de 2020, el corpus muestra que el pensamiento crítico se vincula principalmente a metodologías activas como el aprendizaje basado en problemas, proyectos y juegos, y a competencias digitales emergentes como STEM y pensamiento computacional; aún persisten vacíos en las dimensiones metacognitivas y éticas. Se confirmó la hegemonía del inglés, la dispersión editorial y la baja participación de Iberoamérica. En síntesis, se concluye que el pensamiento crítico constituye una competencia transversal para enfrentar los retos de la IA en secundaria. Además, este estudio plantea como retos para Iberoamérica trabajar en la promoción del pensamiento crítico haciendo uso de la IA, en contextos interdisciplinarios, para conjugar tres dimensiones relevantes en la formación digital: lo cognitivo, lo metacognitivo y lo ético. Para el logro es necesario el impulso de estrategias pedagógicas, formación docente y en comunicación, así como avance en la política educativa para promover una alfabetización algorítmica crítica. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Comunicar is the property of Oxbridge Publishing House and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.5281/zenodo.18114767 Languages: – Code: spa Text: Spanish PhysicalDescription: Pagination: PageCount: 15 StartPage: 200 Subjects: – SubjectFull: Critical thinking Type: general – SubjectFull: Artificial intelligence Type: general – SubjectFull: Secondary education Type: general – SubjectFull: Digital literacy Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Moral judgment Type: general – SubjectFull: Latin America Type: general Titles: – TitleFull: Pensamiento Crítico e Inteligencia Artificial. Retos en Educación Secundaria Iberoamericana para Fortalecer la Alfabetización Algorítmica y Juicio Ético. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Fabiola, Barajas-Meneses – PersonEntity: Name: NameFull: María Cristina, Gamboa Mora IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: ene2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 11343478 Numbering: – Type: volume Value: 34 – Type: issue Value: 84 Titles: – TitleFull: Comunicar Type: main |
| ResultId | 1 |
