Acceso usuarios
Javier Pagán Castaño, Esther Pagán Castaño, Lluís J. Callarisa Fiol, Javier Sánchez García 
Objective: This paper evaluates the outcomes of a critical thinking (CT) training programme designed for university students using a blended approach (Abrami et al., 2008). It aimed to develop students’ CT disposition and new media literacy (NML) in a rapidly changing, digitalised organisational context where the internet is the primary source of information.
Methodology: The programme´s effectiveness was assessed using two evaluations: one at the start and another at the end of the course. An analysis of variance (ANOVA) was conducted to analyse differences resulting from the intervention.
Results: The results indicate a significant improvement in CT disposition after the intervention. However, no increase in NML was observed. Although participants showed a greater tendency toward rational thinking, the anticipated direct relationship between enhanced CT and improved NML was weaker than expected. This suggests that the development of CT alone does not sufficiently boost NML, highlighting the need for targeted training to strengthen this critical skill.
Limitations: Key limitations include the absence of a control group and the implementation and testing of this type of programme in organisational contexts.
Practical implications: The study confirms the programme’s effectiveness in fostering CT disposition but underscores the necessity of focusing more comprehensively on NML in future training efforts. Enhancing NML is vital for young professionals to engage effectively with digital media in an increasingly technological work and social environment.
