CRITICAL THINKING SKILLS IN A HYBRID PBL APPROACH

Higher-order thinking skills, including critical thinking, are essential components of the professional profile required in the XXI century. Higher education has taken on this challenge and over time some educational models have been developed. Many of these models are built on a student-centered approach, such as Problem-based learning and Project-based learning. However, the implementation of these models could have certain limitations, depending on the degree of transformation undertaken by educational institutions. Thus, some experiences called "hybrid" have been reported, in which some aspects of the original methodology are combined with elements that still have more conventional features. Moreover, a variety of approaches to these strategies are implemented where the aspects that can strongly promote higher order thinking skills are not taken into account. Instead, aspects that benefit learning contents and disciplinary skills are prioritized. This paper presents the results of the evaluation of dimensional profile of critical thinking skills in freshman engineering at a Peruvian university, in the context of the implementation of a hybrid Problem-based learning approach.