<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2616-7964</journal-id>
<journal-title><![CDATA[Horizontes Revista de Investigación en Ciencias de la Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Horizontes Rev. Inv. Cs. Edu.]]></abbrev-journal-title>
<issn>2616-7964</issn>
<publisher>
<publisher-name><![CDATA[CET-BOLIVIA]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2616-79642024000100045</article-id>
<article-id pub-id-type="doi">10.33996/revistahorizontes.v8i32.703</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Pensamiento crítico en la educación superior universitaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Critical thinking in university higher education]]></article-title>
<article-title xml:lang="pt"><![CDATA[Pensamento crítico no ensino superior universitário]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Huiman]]></surname>
<given-names><![CDATA[Jannet Carolina Antón]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rutti]]></surname>
<given-names><![CDATA[Yuliana Yessy Gómez]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vizquerra]]></surname>
<given-names><![CDATA[Leydi Susan Fajardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lizama]]></surname>
<given-names><![CDATA[Roosvelt David León]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Velásquez]]></surname>
<given-names><![CDATA[Norma Patricia Buleje]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de Educación Enrique Guzmán y Valle  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Ica  ]]></institution>
<addr-line><![CDATA[Ica ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Privada del Norte  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2024</year>
</pub-date>
<volume>8</volume>
<numero>32</numero>
<fpage>45</fpage>
<lpage>56</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2616-79642024000100045&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2616-79642024000100045&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2616-79642024000100045&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Actualmente, los continuos cambios en la sociedad exigen ciudadanos activos que respondan a complejas demandas del conocimiento científico, desarrollo tecnológico y ello involucra el desarrollo del pensamiento crítico. Por ende, el objetivo de la investigación fue analizar el nivel del pensamiento crítico en estudiantes universitarios del área de salud. El método fue bajo el enfoque cuantitativo, de tipo descriptivo, se construyó un instrumento con 34ítems y fue aplicado a una muestra de 116 estudiantes de una universidad pública. Los resultados obtenidos fueron que el 56.9% de estudiantes universitarios presentaron un nivel medio de pensamiento crítico en sus dimensiones de inferencia, interpretación, evaluación, autorregulación, explicación y análisis. Se concluyó en la necesidad de someter a estudiantes a situaciones reales que fomenten el desarrollo de habilidades de un pensador crítico. Además, la implementación de programas con estrategias didácticas que motiven académicamente a universitarios, conllevará a la mejora significativa de los dominios del pensamiento crítico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Currently, the continuous changes in society demand active citizens who respond to complex demands of scientific knowledge, technological development and this involves the development of critical thinking. Therefore, the objective of the research was to analyze the level of critical thinking in university students in the health area. The method was under the quantitative approach, descriptive type, an instrument with 34 items was constructed and applied to a sample of 116 students of a public university. The results obtained were that 56.9% of university students presented an average level of critical thinking in the dimensions of inference, interpretation, evaluation, self-regulation, explanation and analysis. It was concluded that there is a need to subject students to real situations that foster the development of critical thinking skills. In addition, the implementation of programs with didactic strategies that academically motivate university students will lead to a significant improvement in the domains of critical thinking.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Atualmente, as mudanças contínuas na sociedade exigem cidadãos ativos que respondam a demandas complexas de conhecimento científico, desenvolvimento tecnológico e isso envolve o desenvolvimento do pensamento crítico. Portanto, o objetivo da pesquisa foi analisar o nível de pensamento crítico em estudantes universitários da área de saúde. O método utilizado foi uma abordagem descritiva e quantitativa, um instrumento com 34 itens foi construído e aplicado a uma amostra de 116 estudantes de uma universidade pública. Os resultados obtidos foram que 56,9% dos universitários apresentaram um nível médio de pensamento crítico nas dimensões de inferência, interpretação, avaliação, autorregulação, explicação e análise. Concluiu-se que há necessidade de submeter os alunos a situações reais que promovam o desenvolvimento de habilidades de pensamento crítico. Além disso, a implementação de programas com estratégias didáticas que motivem academicamente os estudantes universitários levará a uma melhoria significativa nos domínios do pensamento crítico.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Pensamiento Crítico]]></kwd>
<kwd lng="es"><![CDATA[Educación Superior]]></kwd>
<kwd lng="es"><![CDATA[Universidad Pública]]></kwd>
<kwd lng="en"><![CDATA[Critical Thinking]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Public University]]></kwd>
<kwd lng="pt"><![CDATA[Pensamento crítico]]></kwd>
<kwd lng="pt"><![CDATA[Ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[Universidade pública]]></kwd>
</kwd-group>
</article-meta>
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