Pedagogical Strategies for the Development of Critical and Reflective Thinking in Students

Abstract

This article discusses the importance of developing critical and reflective thinking in students in the context of 21st-century education. The research, of a bibliographic and qualitative nature, is based on learning theories, such as constructivism and meaningful learning, and educational theories, such as differentiated pedagogy and self-directed learning. It points to the need to break away from the traditional teaching model and presents pedagogical strategies to promote critical and reflective thinking, such as Problem-Based and Project-Based Learning (PBL), structured debates and discussions, critical analysis of texts, and Socratic questioning. The study highlights the potential of these strategies for developing essential skills for the 21st century, such as autonomy, problem-solving, decision-making, and creativity. Furthermore, it discusses the challenges and opportunities of implementing these strategies on a large scale, emphasizing the need for investments in teacher training and adaptation of school infrastructure.