Critical thinking in the digital age. A case study with Sociology students from the Popular University of Cesar

Authors

DOI:

https://doi.org/10.31637/epsir-2025-1645

Keywords:

Case study, Reading comprehension, Digitalization, Critical thinking, Dialogical teaching

Abstract

Introduction: The starting point was the need to improve reading comprehension levels among Sociology students, given the low results obtained in previous assessments. Objectives: Students were evaluated through a workshop to compare results from two rubrics, one focused on reading comprehension and the other on critical thinking. Methodology: A case study was conducted with six students from the Sociology of Education course, based on the article "El currículo: una reflexión crítica" by Luis Malagón Plata. A second assessment was conducted by a group of professors. The course instructor then applied a rubric to assess the development of critical thinking. Results: A low level of reading comprehension and textual production was recorded, but there was better development of critical thinking. Conclusions: It is concluded that changes are necessary in the development of critical thinking due to a shift from text-based learning to one centered on thought, through dialogical didactics.

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Author Biographies

Miguel Chajin Florez, Universidad Popular del Cesar

Sociologist, Specialist in Pedagogy for the development of autonomous learning, Master in Social Development Project, Doctor in Economic and Administrative Sciences, with post-doctorates in curriculum and didactics of research; teacher in seminars of degree work of the Sociology Programme at the Universidad Popular del Cesar; Leader of the research group, Dialogic Potentiality, Category A, in MINCIENCIAS; member of the research group FACEUPC, Category A in MINCIENCIAS, which supports the research Valuation of cognitive mediation experiences, through dialogic didactics, for research-centred teaching’, from which this article is derived.

Janner Andrés Sanjuanelo Obregón, Universidad Popular del Cesar

Sociologist, specialist in Government and Management of Regional and Municipal Development, Master in Education with emphasis on Digital Pedagogy, and PhD candidate in Social Sciences at the UNLP. Member of the research group Lecturas del Territorio of the Sociology programme.

Stefany López-Villalba , Universidad Popular del Cesar

Professional in International Trade, Master in International Business, PhD Candidate in Administration. Member of the FACEUPC Research Group, Category A MINCIENCIAS; tutor of the research group ‘Gestión de la Productividad y Competitividad’ attached to the International Trade programme, Universidad Popular del Cesar. Researcher and co-investigator in funded research projects. Co-investigator of the research project ‘Valuation of cognitive mediation experiences, through dialogic didactics, for research-centred teaching’, from which this article is derived.

Luis Samuel Martinez Ospino , Universidad Popular del Cesar

Sociologist, specialist in Educational Guidance and Human Development. Master in Education, teacher at the universities: Popular del Cesar and La Guajira.

References

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Published

2025-02-21

How to Cite

Chajin Florez, M., Sanjuanelo Obregón, J. A., López-Villalba , S., & Martinez Ospino , L. S. (2025). Critical thinking in the digital age. A case study with Sociology students from the Popular University of Cesar. European Public & Social Innovation Review, 10, 1–20. https://doi.org/10.31637/epsir-2025-1645

Issue

Vol. 10 (2025)

Section

Innovation

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Copyright (c) 2025 Miguel Chajin Florez, Janner Andrés Sanjuanelo Obregón, Stefany López-Villalba , Luis Samuel Martinez Ospino

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