Bibliographic Details
| Title: |
Pensamiento Crítico e Inteligencia Artificial. Retos en Educación Secundaria Iberoamericana para Fortalecer la Alfabetización Algorítmica y Juicio Ético. |
| 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] |
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| Database: |
Education Research Complete |
