Pedagogical mediation with ICT for the development of critical thinking in primary education: A systematic review

Abstract

Given the recognized role of critical thinking in 21st-century education, this study presents a systematic review evaluating the impact of pedagogical mediation with Information and Communication Technologies (ICT) in strengthening this competence in primary education students. Following the PRISMA methodology, an exhaustive search in the Scopus and WoS databases identified 81 empirical studies for in-depth analysis. This review explores pedagogical methodologies integrating ICT and their effectiveness in fostering skills such as problem-solving, analysis, and argumentation.

The results reveal three key patterns: (1) a persistent tension between the complex theoretical conceptualizations of critical thinking and the often-simplified quantitative methods used for its evaluation; (2) the primacy of pedagogy over technology, where the effectiveness of ICT is contingent on the robustness of the active learning design (e.g., Problem-Based Learning, inquiry); and (3) contextual factors, such as cultural norms and socioeconomic conditions, significantly moderate the implementation and impact of these interventions.

It is concluded that while ICTs are effective catalysts, they serve to amplify robust pedagogical strategies, not replace them. The teacher's role as a designer of learning experiences is central. Based on these findings, a pedagogical integration proposal is outlined, aimed at articulating active methodologies, intentional use of ICT, and explicit development of digital media literacy to foster critical and responsible digital citizenship.