Diferencias sociodemográficas en el pensamiento crítico del estudiantado universitario español

• Vendrell-Morancho, Mireia ^[1] ; Rodríguez-Mantilla, Jesús Miguel ^[1] ; Fernández-Díaz, María José ^[1]
  1. [1] Universidad Complutense de Madrid

     Universidad Complutense de Madrid

     Madrid, España

     
• Localización: Revista de investigación educativa, RIE, ISSN-e 1989-9106, Nº. 43, 2025
• Idioma: español
• DOI: 10.6018/rie.597211
• Títulos paralelos:
  • Sociodemographic Differences in Critical Thinking among Spanish University Students
• Enlaces
  • Texto completo
• Resumen
  • español

    Este estudio analiza el nivel de pensamiento crítico en el estudiantado universitario español, considerando variables sociodemográficas. Para ello, se realiza un estudio de carácter cuantitativo, adoptando un diseño de tipo no experimental transeccional exploratorio y ex post facto. En concreto, se evalúan 5.238 estudiantes mediante un cuestionario con preguntas cerradas. Los resultados muestran que, aunque el estudiantado presenta niveles elevados de pensamiento crítico, se requiere formación adicional para mejorarlo. Además, se encuentran diferencias significativas según variables sociodemográficas, como género, región, tipo de universidad y área de conocimiento. Los estudiantes hombres y quienes estudian en universidades públicas y centros propios muestran niveles más altos de pensamiento crítico, mientras que el estudiantado de Ciencias sociales y jurídicas presenta niveles más bajos. Asimismo, las universidades con los niveles más altos de pensamiento crítico son la Universitat de Barcelona, la Universidad Carlos III de Madrid y la Universidade da Coruña. El estudio concluye con la discusión de las limitaciones y sugiere futuras líneas de investigación para mejorar la comprensión del pensamiento crítico en el ámbito universitario español.

  • English

    This study investigates critical thinking capacity among Spanish university students considering sociodemographic factors. Employing a quantitative approach, we used an exploratory, non-experimental, cross-sectional ex post facto design. A total of 5,238 students participated in the study and were assessed through closed-ended survey questions. Findings indicate that, although students demonstrate high levels of critical thinking, additional training is necessary to further enhance their skill. Moreover, significant differences are observed concerning sociodemographic factors such as gender, region, university type, and field of study. Male students and those enrolled in public universities and in-house centres (as opposed to affiliated centres) show higher levels of critical thinking, while students in the disciplines of Social Sciences and law display lower levels. Additionally, the universities with the highest levels of critical thinking are the Universitat de Barcelona, Universidad Carlos III de Madrid, and Universidade da Coruña. The study concludes by discussing its limitations and suggesting future research directions to foster a better understanding of critical thinking within the Spanish university context.

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