Pedagogías Digitales y Desarrollo del Pensamiento Crítico en Educación Básica (2020-2025): Revisión Sistemática: Digital Pedagogies and the Development of Critical Thinking in Basic Education (2020-2025): A Systematic Review

Escocia Cristina Lucía Henckell Sime

doi:10.29394/Scientific.issn.2542-2987.2026.11.e5.1.16-34

Autores/as

Escocia Cristina Lucía Henckell Sime Universidad César Vallejo (UCV) https://orcid.org/0009-0006-6556-1804

DOI:

https://doi.org/10.29394/Scientific.issn.2542-2987.2026.11.e5.1.16-34

Palabras clave:

pensamiento crítico, pedagogías digitales, educación básica, revisión sistemática, análisis bibliométrico

Resumen

La integración de pedagogías digitales en la educación básica plantea el desafío de desarrollar el pensamiento crítico. Esta revisión tuvo como objetivo evaluar la producción científica sobre pedagogías digitales orientadas al desarrollo del pensamiento crítico en la educación básica durante 2020-2025, mediante revisión sistemática y análisis bibliométrico alineado con el ODS 4. Se empleó un enfoque metodológico cualitativo de tipo documental, con el protocolo PRISMA 2020; la búsqueda en Scopus, Web of Science y ERIC arrojó 2101 registros iniciales, de los cuales 60 conformaron el corpus final tras aplicar los criterios de elegibilidad. El análisis combinó Bibliometrix R (dimensión bibliométrica) con codificación temática en tres fases. Los resultados revelan una paradoja estructural: el pensamiento crítico ocupa la posición de máxima frecuencia en el mapa conceptual del campo, pero solo el 21.7% de los estudios aborda específicamente la educación primaria y el 11.7% la secundaria. Europa (36.7%) y Asia (30.0%) concentran dos tercios de la producción, mientras que América Latina (8.3%) y África (3.3%) permanecen subrepresentadas. El 81.7% proviene de revistas Q1. Se identificaron cuatro clústeres temáticos, cinco brechas y cuatro áreas emergentes; la más dinámica, la inteligencia artificial generativa, permanece desvinculada de la educación básica. Se concluye que la formación docente se consolida como factor mediador determinante entre la tecnología y el desarrollo del pensamiento crítico, y se requieren estudios longitudinales en el Sur Global (América Latina, Perú; Asia en desarrollo; y África), marcos pedagógicos para integrar la IA en educación básica, e instrumentos de medición validados interculturalmente.

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Biografía del autor/a

Escocia Cristina Lucía Henckell Sime, Universidad César Vallejo (UCV)

Es Licenciada en Educación y Magíster (MSc.) en Ciencias, con mención en Docencia Universitaria e Investigación Educativa. Se desempeña como docente de primaria, V Escala de la Carrera Magisterial, y como investigadora aspirante. Sus líneas de investigación comprenden el pensamiento crítico, las pedagogías digitales, la educación básica, la revisión sistemática y el análisis bibliométrico. Es autora de la revisión sistemática “Pedagogías digitales y desarrollo del pensamiento crítico en educación básica” (Revista Conrado, 2026) y coautora, junto con Ana María Cherres Castro, de “La práctica pedagógica en educación primaria” (Revista InveCom, 2024).

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