RT Journal Article
T1 A systematic review on critical thinking intervention studies in higher education across professional fields
A1 Puig Mauriz, Blanca
A1 Blanco Anaya, Paloma
A1 Mosquera Bargiela, Inés
A1 Crujeiras Pérez, Beatriz
K1 Critical thinking
K1 Higher education
K1 CT interventions
K1 Professional fields
AB This study provides a systematic review on the Critical Thinking (CT) intervention studies reported in the national literature of the countries involved in the CRITHINKEDU project. The aim of this paper is to characterise critical thinking intervention studies in higher education institutions across different fields. The review process has been carried out by applying content analysis and it is comprised of five stages. A rubric was built in conjunction with a literature review on CT interventions and data analysis. Slight differences were identified among the examined fields. The main results show that immersion is the most frequent approach in all of the fields, followed by infusion, which is only implemented in STEM and social sciences. All of the interventions are short-term and address either CT skills exclusively, or deal with skills and dispositions together. Further research is needed in order to explore which aspects of the CT interventions are successful in the promotion of CT in higher education (HE), as well as the CT components, which are targeted during instruction.
PB Taylor & Francis
SN 0307-5079
YR 2019
FD 2019-03-19
LK https://hdl.handle.net/10347/38966
UL https://hdl.handle.net/10347/38966
LA eng
NO Puig, B., Blanco-Anaya, P., Bargiela, I. M., & Crujeiras-Pérez, B. (2019). A systematic review on critical thinking intervention studies in higher education across professional fields. Studies in Higher Education, 44(5), 860-869. https://doi.org/10.1080/03075079.2019.1586333
DS Minerva
RD 25 abr 2026