Aprendizaje basado en problemas y su fomento del pensamiento crítico en estudiantes universitarios: Una revisión sistemática de la literatura

Resumo

Problem-Based Learning (PBL) is an active and innovative pedagogical methodology that places the student at the center of the learning process, using real-world problems as a starting point for knowledge acquisition, promoting skills such as critical thinking, autonomy, and problem-solving abilities; which would be of great utility for the professional future. Therefore, this study aimed to consolidate and provide an updated conceptual framework on the effectiveness of the impact of PBL on the development of critical thinking in university students. To this end, a systematic literature review was conducted following the PRISMA methodology. The digital search was carried out in the Scopus, Dialnet, and Google Scholar databases. Inclusion criteria considered publications with 5 or fewer years of age related to PBL and critical thinking in higher education in indexed journals. The literature analysis identified trends highlighting the recognition of PBL's potential to cultivate critical thinking skills, especially in collaborative and interdisciplinary environments. Its success depends, however, on the quality of the pedagogical design, available resources, and teacher training. Nevertheless, there is a lack of theoretical agreement on how critical thinking is defined in relation to PBL, which complicates the comparison and generalization of results. Recognized gaps include the need for standardized and validated measurement instruments to assess critical thinking in PBL contexts and the scarcity of longitudinal studies.