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

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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.

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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
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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

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