Critical thinking and competency-based curriculum: reflections from Peruvian higher education

Arenales Solis J.C.E.; Villegas Paz M.C.; Torero Soraluz M.J.; Rimarachin Montesinos L.A. · Revista Venezolana de Gerencia (2024) · DOI: 10.52080/rvgluz.29.e12.49

Resumen

A challenge for higher education in times of automation of the generation and use of knowledge is the promotion of critical thinking, considered key to both academic success and the required transformation of university education. The objective of this study was to reflect on critical thinking and the competency-based curriculum in Peruvian higher education through theoretical-practical contrast. The results show three facets of critical thinking from which knowledge is generated that is integrated into the country’s practices to promote this skill as a professional competence and as a strategy associated with the quality of university education. It is concluded that two aspects arise from the linkage of critical thinking with the competency-based curriculum in Peruvian higher education, the first associated with a new policy and the second linked to research practices of universities.

Instituciones: Universidad Nacional Mayor de San Marcos; Universidad Nacional de Ingeniería