La pedagogía de preguntas y su influencia en el desarrollo del pensamiento crítico universitario

Questioning Pedagogy and Its Influence on the Development of Critical Thinking in University Students

Contenido principal del artículo

Autores/as

Introducción: El pensamiento crítico constituye una competencia esencial en la formación universitaria, cuyo desarrollo requiere estrategias pedagógicas que superen la transmisión tradicional del conocimiento y promuevan la reflexión activa. Objetivo: Analizar la influencia de la pedagogía de preguntas en el desarrollo del pensamiento crítico en estudiantes de educación superior. Metodología: Se realizó una revisión sistemática de la literatura, seleccionando 21 estudios publicados entre 2022 y abril de 2026. Se analizaron investigaciones relacionadas con estrategias interrogativas, cuestionamiento dialógico y metodologías orientadas al fortalecimiento del pensamiento crítico universitario. Resultados: Los hallazgos evidenciaron que las preguntas socráticas y el cuestionamiento dialógico favorecen habilidades cognitivas como análisis, evaluación y autorregulación del aprendizaje. Se identificaron factores determinantes como el tipo de pregunta formulada, el rol del docente como facilitador del proceso reflexivo y la integración de tecnologías digitales como mediadores del aprendizaje basado en preguntas. Conclusiones: La pedagogía de preguntas influye positivamente en el desarrollo del pensamiento crítico en educación superior cuando se articula con formación docente especializada, diseño instruccional intencional y condiciones institucionales favorables. Su implementación representa una estrategia pertinente para promover estudiantes más reflexivos, autónomos y capaces de construir conocimiento de manera crítica.
Introduction: Critical thinking is a fundamental competency in higher education; its development necessitates pedagogical strategies that transcend traditional knowledge transmission and foster active reflection. Objective: This study aims to analyze the influence of the pedagogy of questioning on the development of critical thinking among higher education students. Methodology: A systematic literature review was conducted, selecting 21 studies published between 2022 and April 2026. The analysis encompassed research regarding interrogative strategies, dialogic questioning, and methodologies oriented toward strengthening critical thinking in university settings. Results: The findings demonstrate that Socratic questioning and dialogic inquiry foster core cognitive skills, such as analysis, evaluation, and self-regulated learning. Key determining factors identified include the typology of questions formulated, the teacher's role as a facilitator of the reflective process, and the integration of digital technologies as mediators in question-based learning. Conclusions: The pedagogy of questioning positively influences critical thinking development in higher education when integrated with specialized teacher training, intentional instructional design, and supportive institutional conditions. Its implementation represents a pertinent strategy for promoting more reflective, autonomous students capable of critical knowledge construction.

Detalles del artículo

Cómo citar
Gayona Galindo, M., Condori Ccolqque, L. Y., & Maldonado Quispe, R. (2026). La pedagogía de preguntas y su influencia en el desarrollo del pensamiento crítico universitario. Revista Tribunal, 6(16), 1-16. https://doi.org/10.59659/revistatribunal.v6i16.501
Número
Vol. 6 Núm. 16 (2026): Tribunal. Revista en Ciencias de la Educación y Ciencias Jurídicas. Julio – Septiembre 2026
Sección
Artículos de Revisión
Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.

Cómo citar

Gayona Galindo, M., Condori Ccolqque, L. Y., & Maldonado Quispe, R. (2026). La pedagogía de preguntas y su influencia en el desarrollo del pensamiento crítico universitario. Revista Tribunal, 6(16), 1-16. https://doi.org/10.59659/revistatribunal.v6i16.501

Referencias

Aladro, A. y Pucheta, C. (2022). Planificar para el desarrollo del pensamiento crítico en la educación superior: Análisis de las estrategias desarrolladas en el aula. Revista Innova Educación, 4(4), 95–112. https://doi.org/10.35622/j.rie.2022.04.007

Aston, K. J. (2023). Why is this hard, to have critical thinking? Exploring the factors affecting critical thinking with international higher education students. Active Learning in Higher Education, 25(3), 537–550. https://doi.org/10.1177/14697874231168341

Awawda, J. (2026). Questioning strategies in EFL teaching: Their role in fostering learners' critical thinking. Language Teaching Research. https://doi.org/10.1177/13621688261421817

Bozer, E. N. y Korkmaz, İ. (2025). The effect of Socratic questioning on secondary school students' higher-order thinking. International Journal of Modern Education Studies, 9(2), 482–501. https://doi.org/10.51383/ijonmes.2025.424

Bubikova, J., Ferguson, L. E. y Andresen, A. (2026). The concept of critical thinking in teacher education: A systematic review. Review of Educational Research. https://doi.org/10.3102/00346543261438479

Bhuttah, T. M., Xusheng, Q., Abid, M. N. y Sharma, S. (2024). Enhancing student critical thinking and learning outcomes through innovative pedagogical approaches in higher education: The mediating role of inclusive leadership. Scientific Reports, 14(1), 24362. https://doi.org/10.1038/s41598-024-75379-0

Belmekki, M. (2025). The learning, teaching and assessment of critical thinking in higher education. The Journal of Quality in Education, 15(25), 95–113. https://doi.org/10.37870/joqie.v15i25.462

Chan, J. H. M. y Ho, K. H. M. (2025). Using GenAI for Socratic questioning: An approach to higher-order thinking for nursing education. Nursing Open, 12(10), e70355. https://doi.org/10.1002/nop2.70355

Chang, C. C. y Huang, K. H. (2025). A multiple mediation model of thinking style, student assessors' online assessment performance, and critical thinking in online assessment environment. Education and Information Technologies, 30(1), 833–859. https://doi.org/10.1007/s10639-024-13044-9

Cui, R. y Teo, P. (2023). Thinking through talk: Using dialogue to develop students' critical thinking. Teaching and Teacher Education, 125, 104068. https://doi.org/10.1016/j.tate.2023.104068

Curbelo, L. B. (2025). Preguntas para enseñar: pensamiento crítico en acción. Cuadernos de Investigación Educativa, 16(1). https://doi.org/10.18861/cied.2025.16.1.3908

Dalim, S. F., Ishak, A. S. y Hamzah, L. M. (2022). Promoting students' critical thinking through Socratic method: The views and challenges. Asian Journal of University Education, 18(4), 1034–1047. https://ajue.uitm.edu.my/wp-content/uploads/2022/10/15-Done_F-SITI-FAIRUZ.pdf

Demir, T. T. y Göçer, A. (2025). Sokratik Sorgulama Yönteminin Türkçe Öğretmeni Adaylarının Eleştirel Düşünme ve Soru Oluşturma Becerilerine Etkisi. The Journal of International Educational Sciences, 12(45). https://doi.org/10.29228/inesjournal.88041

Espina, J. I. (2022). The effectiveness of critical evaluation and questioning techniques to increase students' critical thinking skill: A case study. JELITA: Journal of Education, Language Innovation, and Applied Linguistics, 1(1), 1–9. https://doi.org/10.37058/jelita.v1i1.4283

Fakour, H. y Imani, M. (2025). Socratic wisdom in the age of AI: A comparative study of ChatGPT and human tutors in enhancing critical thinking skills. Frontiers in Education, 10, 1528603. https://doi.org/10.3389/feduc.2025.1528603

Gunawan, H., Rahmawati, E., Suherdi, D. y Yunandami, A. K. (2022). Fostering critical thinking skills through high-level questioning in analytical exposition text. Indonesian EFL Journal, 8(2), 137–146. https://doi.org/10.25134/ieflj.v8i2.6437

Gunawan, H., Simatupang, E. C. y Sari, P. (2024). Fostering critical thinking skills through Socratic questioning: Insights from Widyatama University. Indonesian EFL Journal, 10(2), 343–352. https://doi.org/10.25134/ieflj.v10i2.10255

Ho, Y. R., Chen, B. Y. y Li, C. M. (2023). Thinking more wisely: Using the Socratic method to develop critical thinking skills amongst healthcare students. BMC Medical Education, 23(1), 173. https://doi.org/10.1186/s12909-023-04134-2

Hu, Z. (2023). Promoting critical thinking through Socratic questions in health sciences work-integrated learning. International Journal of Learning, Teaching and Educational Research, 22(6), 137–151. https://www.ijlter.org/index.php/ijlter/article/view/7368

Kanat, K. y Temel, Z. F. (2025). The use of questioning strategies in the development of critical thinking skills in children: A qualitative study of the Socratic method. Early Childhood Education Journal, 53(8), 3063–3073. https://doi.org/10.1007/s10643-025-01864-4

Kerruish, E. (2023). Critical thinking in higher education: Taking Stiegler's counsel on the digital milieu. Pedagogy, Culture y Society, 33(1), 1–17. https://doi.org/10.1080/14681366.2023.2183983

Kinney, J. (2022). Revisiting the Socratic method of teaching to improve third-year pharmacy students critical thinking and advanced pharmacy practice experience readiness in a critical care elective. Currents in Pharmacy Teaching and Learning, 14(4), 499–506. https://doi.org/10.1016/j.cptl.2022.03.014

Lintangsari, A. P., Emaliana, I. y Kusumawardani, I. N. (2022). Improving learners' critical thinking and learning engagement through Socratic questioning in Nominal Group Technique. Studies in English Language and Education, 9(2), 705–723. https://doi.org/10.24815/siele.v9i2.22352

Lu, D. y Zheng, X. (2024). Teacher critical thinking questioning in EFL classes in China high schools. Educational Studies, 60(6), 659–676. https://doi.org/10.1080/00131946.2024.2437639

Mahoney, B., Oostdam, R., Nieuwelink, H. y Schuitema, J. (2023). Learning to think critically through Socratic dialogue: Evaluating a series of lessons designed for secondary vocational education. Thinking Skills and Creativity, 50, 101422. https://doi.org/10.1016/j.tsc.2023.101422

Mamat, N. H. y Amin, J. (2022). Socratic questioning: A philosophical approach in developing critical thinking skills. AL-HIKMAH: International Journal of Islamic Studies and Human Sciences, 5(4), 143–161. https://doi.org/10.46722/hikmah.v5i4.294

Masih, I., Mukhtar, M. y Kaleem, A. (2025). Effects of Socratic questioning on academic performance and critical thinking dispositions among nursing students. Medical Forum Monthly, 36(8). https://doi.org/10.60110/medforum.360810

Moodley, D. E. y Chetty, R. (2025). Contextualising critical thinking pedagogy in South African teacher education. Childhood y Philosophy, 21, 1–23. https://doi.org/10.12957/childphilo.2025.85778

Novoa, M. y Sandoval, M. L. (2023). Estrategias para fortalecer el pensamiento crítico en estudiantes de educación superior: Un estudio de revisión. Prohominum, 5(4), 139–152. https://doi.org/10.47606/acven/ph0213

Orhan, A. (2023). Comparing the effectiveness of online, flipped, and in-class critical thinking instruction on critical thinking skills and dispositions in higher education: flipped classroom produces the greatest gains. International Journal of Technology in Education, 6(2), 238–259. https://doi.org/10.46328/ijte.376

Önal, İ. (2025). Building critical thinking in pre-service teachers: Dispositions, skills, and standards. PLOS One, 20(8), e0330536. https://doi.org/10.1371/journal.pone.0330536

Pitorini, D. E., Suciati, S. M. y Harlita, S. M. (2025). Using an e-module based on problem-based learning combined with Socratic dialogue to develop students' critical thinking skills: A qualitative study. Journal of Educators Online, 22(1). https://doi.org/10.9743/jeo.2025.22.1.18

Pitorini, D. E., Suciati, S. y Harlita, H. (2024a). Students' critical thinking skills using an e-module based on problem-based learning combined with Socratic dialogue. Journal of Learning for Development, 11(1), 52–65. https://doi.org/10.56059/jl4d.v11i1.1014

Pitorini, D. E., Suciati, S. y Harlita, H. (2024b). Feasibility of an e-module based on problem-based learning combined with Socratic dialogue to enhance students' critical thinking skills. Biosfer: Jurnal Pendidikan Biologi, 15(1), 87. https://doi.org/10.24042/biosfer.v15i1.22213

Pnevmatikos, D. (2025). Creating critical thinking professionals: Challenges for higher education. Higher Education for the Future, 12(2), 195–209. https://doi.org/10.1177/23476311251335374

Rahima, A. R., Kadariyah, N. y Hasanah, N. I. (2023). The use of questioning strategy in promoting students critical thinking. ELTICS: Journal of English Language Teaching and English Linguistics, 8(2). https://doi.org/10.31316/eltics.v8i2.5212

Rahmawati, D., Vahlia, I., Mustika, M., Yunarti, T. y Nurhanurawati, N. (2022). Socrates questions to optimize students critical thinking. Al-Jabar: Jurnal Pendidikan Matematika, 13(2), 372–382. https://doi.org/10.24042/ajpm.v13i2.13728

Rasyid, F., Aini, N. y Varghesee, K. J. (2023). Questioning strategy that works to foster critical thinking skills: A study in Islamic university. JEELS: Journal of English Education and Linguistics Studies, 10(2), 335–355. https://doi.org/10.30762/jeels.v10i2.1048

Rombout, F., Schuitema, J. y Volman, M. (2024). Effects of a philosophy classroom dialogue intervention on students' value-loaded critical thinking. Thinking Skills and Creativity, 53, 101617. https://doi.org/10.1016/j.tsc.2024.101617

Santos, L. F. y Drugova, E. A. (2023). Trends in critical thinking instruction in 21st-century research and practice: Upgrading instruction in digital environments. Thinking Skills and Creativity, 49, 101383. https://doi.org/10.1016/j.tsc.2023.101383

Shahab, C. y Barak, M. (2026). Critical thinking in higher education: Identifying the pedagogical practices and modes of engagement. Thinking Skills and Creativity, 59, 102041. https://doi.org/10.1016/j.tsc.2025.102041

Shaheen, L. y Mahmood, N. (2024). Correlation between Socratic questioning and development of critical thinking skills in secondary level science students. International Journal of Innovation in Teaching and Learning, 10(2), 77–97. https://doi.org/10.35993/ijitl.v10i2.3297

Tam, N. T. T. y Tien, T. N. (2024). Unveiling critical thinking pedagogy: Classroom-based assessment strategies in higher education. rEFLections, 31(3), 1178–1195. https://doi.org/10.61508/refl.v31i3.276846

Tang, K. S., Cooper, G., Rappa, N. y Edwards, J. (2026). Critical questioning with generative AI: Developing AI literacy in secondary education. Thinking Skills and Creativity, 59, 102043. https://doi.org/10.1016/j.tsc.2025.102043

Tarasova, K., Gracheva, D., Talov, D., Orel, E. y Dementiev, A. (2026). Measuring changes in critical thinking skills among university economics students: Insights from domain-specific assessment. Studies in Higher Education, 51(3), 649–664. https://doi.org/10.1080/03075079.2025.2484423

Wheeley, E., Klieve, H. y Clark, L. (2022). Developing reflection and critical thinking in a leadership education course: Leading learning and change. Studies in Higher Education, 47(12), 2575–2589. https://doi.org/10.1080/03075079.2022.2094910

Wijesekera, H. D. y Hameed, R. (2026). From rote learning to critical inquiry: Fostering higher order thinking skills through collaborative questioning in a rural secondary English-medium science classroom. Thinking Skills and Creativity, 60, 102093. https://doi.org/10.1016/j.tsc.2025.102093

Zembylas, M. (2022). Revisiting the notion of critical thinking in higher education: Theorizing the thinking-feeling entanglement using affect theory. Teaching in Higher Education, 29(6), 1606–1620. https://doi.org/10.1080/13562517.2022.2078961

Zhang, Q., Liu, Z. y Shen, H. (2023). Challenges to improving higher education students' critical thinking capacity in China. European Journal of Education, 58(3), 387–406. https://doi.org/10.1111/ejed.12570