Inclusive strategies for the development of critical thinking in intercultural bilingual education in students

Cachupud-Morocho L.A. · Clio. Revista de Historia, Ciencias Humanas y Pensamiento Critico. (2026) · DOI: 10.5281/zenodo.19019181

Resumen

Critical thinking is a fundamental component of intercultural education, enabling students to explore, question, and understand cultural realities through reflection and empathy. Therefore, the general objective is to determine inclusive strategies for developing critical thinking skills in bilingual intercultural education students. The research hypothesis is that inclusive strategies significantly develop critical thinking skills in bilingual intercultural education students. The research was quantitative, employing a quasi-experimental design with a control group and an experimental group. After the program was implemented, positive trends were observed in all four dimensions for the experimental group. For intercultural dialogue, the beginning level decreased from 75% to 20.8%, the achieved level to 16.7%, and the advanced level to 8.3%. For cultural identity, the developing level increased from 20.8% to 66.7%, and the advanced level increased to 8.3%, while the beginning level decreased to 16.7%. For intercultural competencies, the achieved level rises to 50%, and the outstanding level increases from 8.3% to 12.5% (from the initial level). In conclusion, with respect to the strategies applied, their inclusion in the bilingual intercultural education process proved to be an effective approach, as demonstrated by the substantial decrease in the percentages at the initial level and the significant increase in achievement levels in the experimental group.

Instituciones: Universidad César Vallejo