Abstract:

This article presents the advances related to the creation and validation of the critical thinking (CT) test as a transversal competence in secondary education (PCCTEM-1), applied to a sample of 101 students and which will serve as an instrument for the study (pre and post) contemplated within the research. The model of education by competencies and the trend towards the incorporation of digitalization in education, propitiate the present research, which consists of evaluating the effectiveness of asynchronous virtual learning environments (VLE) as an educational strategy in the development of the CT competence. Method. This research is framed in the post-positivist paradigm of mixed approach and concurrent nested design of the quantitative model. Results. The results will allow us to compare whether there are significant differences with respect to the face-to-face and online strategies in the development of CT in high school students. Discussion. The procedure for strengthening critical thinking and digital competencies leaves a path open for future research and applications in the educational field.

Keywords:

Critical thinking, Digital competences, Learning strategy, Virtual Learning Environments (VLE), Asynchronous learning, Effectiveness.