Pensamiento crítico en tiempos digitales: el papel de las estrategias virtuales en la formación universitaria
| Pages | 1-7 |
| Date | 05 July 2026 |
| Published date | 05 July 2026 |
| Author | Yonathan Mario Gonzales Ttito,Angela Rita Llaza Layme,Humberto Denny Altuna Sotomayor,Juana Esperanza Lobatón Puelles,Roxana Hancco Mamani |
| Subject Matter | Social Sciences |
Pensamiento crítico en tiempos digitales: el papel
de las estrategias virtuales en la formación universitaria
Critical thinking in digital times: the role of virtual strategies in university education
Recibido: 05/06/2025 - Aceptado: 29/10/2025
Yonathan Mario Gonzales Ttito
https://orcid.org/0000-0002-8564-7983
ygonzalestt@unsa.edu.pe
Universidad Nacional de San Agustín de Arequipa. Arequipa, Perú
Angela Rita Llaza Layme
https://orcid.org/0000-0003-4550-4133
allaza@unfv.edu.pe
Universidad Nacional Federico Villarreal. Arequipa, Perú
Humberto Denny Altuna Sotomayor
https://orcid.org/0000-0002-9012-9259
haltuna@unsa.edu.pe
Universidad Nacional de San Agustín de Arequipa. Arequipa, Perú
Juana Esperanza Lobatón Puelles
https://orcid.org/0009-0004-8865-0450
jlobatonp@unsa.edu.pe
Universidad Nacional de San Agustín de Arequipa. Arequipa, Perú
Roxana Hancco Mamani
https://orcid.org/0000-0002-8105-9893
chancco@unsa.edu.pe
Universidad Nacional de San Agustín de Arequipa. Arequipa, Perú
Resumen
El estudio analiza la relación entre las estrategias virtuales de aprendizaje y el desarrollo del pensamiento crítico
en estudiantes universitarios de formación docente. En un contexto de creciente digitalización educativa, se
reconoce que la simple incorporación tecnológica no garantiza el fortalecimiento de competencias cogniti vas
complejas, particularmente en instituci ones públicas de provincia. La investigación, con un enfoque cuantit ativo,
diseño no experimental y corte transversal, se realizó con una población censal de 65 estudiantes de tercer año
de la carrera de Educación de la Universidad Nacional de San Agustín de Arequipa. Se aplicó un cuestionario
estructurado con esc alas Likert para evaluar las dimensiones informativa, comunicativa y tutorial de las
estrategias virtuales, junto con las dimensiones interpretació n, análisis y evaluación del pensamiento crítico. Los
resultados mostraron una correlación positiva moderada entre las estrategias virtuales y el pensamiento crítico (r
= 0.641; p < 0.05), resaltando la dimensión comunicativa c omo l a m ás estrecham ente vinculada al desarrollo
crítico. Desde una perspectiva sociológica, se identificó que las prácticas pedagógicas centradas en la interacción
y el acompañamiento docente favorecen más el pens amiento crítico que el uso aislado de recursos digitales . Se
concluye que e l desarrollo del pensamiento c rítico en en tornos virtuales r equiere mediaciones pedagógicas
intencionadas y no puede limitarse al acceso tecnológico. Este estudio ofrece aportes teóricos y prácticos para el
rediseño de la educación universitaria con un enfoque crítico y contextualizado.
Palabras clave: educación superior, pensamiento crítico, tecnología educativa.
Abstract
This study analyzes the relationship between virtual learning strategies and the development of critical thinking in
university students in teacher training programs. In a context of increasing educational digitalization, it is
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