Critical Thinking: conceptualization and relevance in higher education scenarios

Abstract

The lack of coherent and shared conception of Critical Thinking (ct) in the higher education field has led to confusion in its development and assessment. Hence, through a well-founded theoretical reflection, this work offers a definition of ct based on its multidisciplinary conception, directed to action, and where the three elements of the construct (skills, dispositions, and knowledge) are integrated and founded in a competent manner, serving as a basis for future research in this study field.