Developing Critical Thinking Skills in Undergraduate Students:

A Mapping Study in Computing Education

Davy de Andrade Mota and Simone C. dos Santos

Informatic Center, Federal University of Pernambuco, Recife, Pernambuco, Brazil

Keywords: Computing Education, Critical Thinking Skills, Educational Strategies, Systematic Mapping Study.

Abstract: In the dynamic context of the digital age, academic training in information technology (IT) transcends the

mere assimilation of theoretical knowledge, equally requiring the promotion of critical thinking among

students. From this perspective, this research proposes a literary approach dedicated to investigating and

analysing effective strategies for developing and stimulating critical thinking in IT students. In an

environment where technology advances rapidly, it is crucial to equip future professionals in this field not

only with solid technical knowledge but also with the intrinsic ability to critically analyse information and

conceive innovative solutions in the face of emerging challenges. Thus, this study is motivated by the

following research question: "How to develop critical thinking skills in IT undergraduate students?". To

conduct this investigation, Kitchenham's systematic mapping studies method and the ChatGPT 4.0 version

tool were used as instruments for formatting the extracted data, and visually, generating the charts and graphs.

From 72 studies, the main highlighted results were observed, which reference the primary teaching

methodologies and frameworks used, the benefits and limitations of these methods, as well as relevant

information for understanding the courses in which these methods were applied, class sizes, course durations,

and levels of education.

1 INTRODUCTION

In the current 21st-century landscape, characterized

by rapid technological advancements, the

development of critical thinking skills in information

technology students has become a crucial necessity.

This multifaceted skill enhances intellectual

capacities and fosters multi perspective thinking,

promoting the analytical and creative growth needed

to solve complex problems and design innovative

solutions (Gao, 2023; Prapulla et al., 2023).

In higher education, especially in the fields of

Information Technology (IT) and engineering,

critical thinking skills are imperative for students to

transition from mere technical proficiency to holistic

problem solvers. This skill set enables them to tackle

complex issues by integrating diverse areas of

knowledge, preparing them for challenges in the

global market. For example, including liberal arts

disciplines in technical curricula broadens students'

perspectives, allowing them to explore various

academic fields and develop interdisciplinary insights

https://orcid.org/0000-0002-7903-9981

crucial for their professional and personal growth

(Prapulla, et al., 2023).

Moreover, educators play a fundamental role in

promoting critical thinking. They must go beyond

traditional rote learning methods and adopt

innovative and constructivist approaches that

encourage active participation and inquiry by

students. This shift not only enhances critical thinking

but also aligns with the demands of modern

educational systems that value creativity,

communication, and collaboration (Raikou et al.,

2017).

The development of critical thinking is closely

linked to employability in the digital age. As work

environments evolve, the ability to critically evaluate

information and develop solutions becomes

increasingly valuable. Studies suggest that interactive

learning technologies significantly improve students'

critical thinking skills, making them more adaptable

and better prepared for the complexities of the

modern job market (Gao, 2023).

Mota, D. A. and Santos, S. C.

Developing Critical Thinking Skills in Undergraduate Students: A Mapping Study in Computing Education.

DOI: 10.5220/0013212100003932

In Proceedings of the 17th International Conference on Computer Supported Education (CSEDU 2025) - Volume 2, pages 481-492

ISBN: 978-989-758-746-7; ISSN: 2184-5026

481

Therefore, promoting critical thinking in

educational contexts is vital for developing informed

individuals capable of navigating the challenges of

contemporary society. This requires a concerted

effort to integrate critical thinking into various

disciplines, employing innovative teaching methods,

and creating learning environments that support the

development of this essential skill set.

Motivated by these assumptions, the following

research question was defined: RQ) "How to develop

critical thinking skills in IT undergraduate students?"

So, through a mapping study of literature (MS),

this study aims to investigate and analyse effective

pedagogical strategies to develop and stimulate

critical thinking in IT undergraduate students. With

the accelerated advancement of technology, it is

essential to equip future professionals not only with

solid technical knowledge but also with the ability to

critically analyse information and conceive

innovative solutions (Prapulla et al., 2023; Beers,

2011).

This study is divided into five sections. After this

brief introduction, Section 2 provides a detailed

presentation of the definition of critical thinking over

the years. Section 3 describes the methodology based

on the systematic literature review method

(Kitchenham & Charters, 2007), with focus on

mapping study. Section 4 discusses the results,

analyses the studies, and briefly presents the

strategies in a guideline format. Finally, Section 5

presents the conclusion of this work and future

remarks.

2 DEFINING CRITICAL

THINKING OVER THE YEARS

Critical thinking is widely recognized as an essential

skill involving the analysis, evaluation, and synthesis

of information. Over the past twenty years, the

definition of critical thinking has expanded to

incorporate a variety of cognitive and dispositional

skills. Facione (1990), described critical thinking as a

self-regulated process of judgment that includes

interpretation, analysis, evaluation, and inference, as

well as the explanation of contextual and

methodological evidence. This initial definition laid

the groundwork for understanding critical thinking as

a set of fundamental cognitive skills (Ennis, 1985).

In the following decade, Halpern (1998), added an

important dimension by emphasizing the disposition

to think critically. According to her, critical thinking

is not limited to technical skills but also involves a

predisposition to question, ponder, and reflect on

issues in a rational and open-minded manner. This

perspective was complemented by Paul and Elder

(2004), who highlighted the importance of critical

attitudes such as curiosity and skepticism in

developing these skills.

In the 2010s, definitions of critical thinking began

to incorporate the practical application of these skills

in specific contexts. Davies (2015), suggested that

critical thinking is a multidimensional process that

combines cognitive skills with disciplinary

knowledge, allowing for deeper and more

contextualized analysis. He highlighted skills such as

the ability to identify arguments, evaluate evidence,

and develop coherent reasoning. Complementing this

view, Abrami et al. (2015), emphasized the

importance of integrating critical thinking into the

academic curriculum in a practical and applied

manner.

More recently, research has focused on specific

skills associated with critical thinking. Alcaraz and

Aguilar (2020), identified skills such as problem-

solving, argument analysis, and the ability to make

inferences as central to critical thinking. Additionally,

Huber and Kuncel (2016), discussed the importance

of metacognitive skills, such as self-reflection and the

recognition of biases, in the practice of critical

thinking. Lai (2011) also highlighted the need for

teaching strategies that promote these skills in

educational environments.

Thus, over the past twenty years, critical thinking

has come to be understood not only as a set of

technical skills but as a comprehensive competence

that involves the disposition to think rationally,

specific cognitive skills, and the ability to apply these

skills in practical and disciplinary contexts.

3 RESEARCH METHOD

3.1 Systematic Mapping Studies

This study adopts the Systematic Mapping Studies

method proposed by Kitchenham and Charters

(2007). Systematic Mapping Studies (MS), or

Scoping Studies, are a kind of literature review that

aims to give a broad overview of a research field.

They help determine whether research evidence is

available on a specific topic and offer insights into the

volume of that evidence. This current MS aims

identifying, analysing, and interpreting all relevant

research available that discusses strategies to improve

the critical thinking skills of IT students, as well as

the methods, impacts, and limitations.

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The process is structured to provide a

comprehensive understanding of the topic, helping to

identify gaps in the existing knowledge and

suggesting directions for future research.

Figure 1: Review Protocol Flow. Source: Adapted from

Kitchenham & Charters, 2007.

3.2 Review Planning

In the initial phase of the study, the review planning

systematized the foundation upon which our

investigation is built. This stage is crucial for

establishing a clear and objective methodological

framework, ensuring that the research is focused and

relevant. During the planning, the central research

questions that will guide our analysis were defined, as

well as the inclusion and exclusion criteria that will

ensure a rigorous and relevant selection of literature.

This meticulous process aims to minimize bias and

maximize the coverage of the review, providing a

solid basis for the systematic collection of relevant

data.

The central research question of this study is:

"How to develop critical thinking skills in IT

undergraduate students?"

The secondary questions include:

SQ1: What is the context of the study regarding

the development of critical thinking, considering: 1)

educational level (undergraduate, postgraduate,

continuing education, technical education), 2)

courses (Information Technology and related fields),

3) class size, and 4) duration?

SQ2: What model, method, strategy, technique or

approach is used to promote critical thinking?

SQ3: What are the main results achieved using

this method?

SQ4: What are the perceived benefits in

developing critical thinking?

SQ5: What challenges were encountered?

The search string used combines the following

keywords and synonyms to capture the widest

possible range of relevant studies:

"Critical Thinking teach" OR "Critical Thinking

teaching" OR "Critical Thinking skill" OR

"Critical Thinking ability") AND (classroom OR

education OR university OR college) AND

(model OR method OR strateg OR technique OR

approach)

It is essential to highlight that the context of this

research considered higher education students, hence

the choice of the terms “university” and “college”.

3.3 Conducting the Review

After establishing a meticulous review plan, the

review conduction phase is where the active search

for knowledge is carried out. In this phase, the

previously defined search strategies are employed to

find studies that align with the research questions,

applying inclusion and exclusion criteria to filter the

relevant literature. This process involves the detailed

selection of studies, extraction of essential data, and

assessment of the quality of the included studies. It is

a stage that demands rigor and precision, as this is

where the volume of literature is refined until only the

most pertinent and high-quality contributions are

retained for further analysis.

The research knowledge basis were chosen based

on their relevance and importance in the technology

and innovation community. They are IEEE Xplore,

Scopus, and ACM. The results of the selection

process are shown in Table 1.

The inclusion and exclusion criteria are

established to ensure the quality and relevance of the

studies analysed. Excluded publications are those not

within the 2014 to 2024 range (considering studies in

last decade), duplicates or similar studies, unavailable

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for download or viewing, in languages other than

English, less than 4 pages or more than 30 pages,

already identified as SLR/MS (secondary studies), or

non-compliant with the topic. The inclusion criteria

focus on publications such as conferences, papers,

proceedings, or journals, periodicals, publications

related to the theme and research questions, articles

within the computing and engineering fields, and

articles that deeply address critical thinking.

For works on the ACM platform, only those with

free and open access were qualified, resulting in a low

approval rate due to the lack of availability.

Table 1: Selection Process.

Source

Process evolution results

Primary

tudies

Exclusion

Criterium

Quality

Criterium

ACM

147 5 5

IEEE 23 8 5

Scopus 336 96 62

Total 506 109 72

After the filter application, the selected studies

were qualified based on quality criteria such as clear

methodology, practical application, well-defined

model or proposal, discussion of findings, and

mention of challenges, limitations, or threats. Each

criterium receives a score of 0 (not attended), 0.5

(partially attended), or 1 (attended) for each criterion,

totaling a maximum of 5 points, with a minimum of

3 points required to be considered in the study. At the

end of this process, 72 primary studies (PS) are

selected for analysis. Figure 2 shows the quality score

after the qualification step.

Figure 2: Quantity vs Score.

Figure 3 shows the concentration of studies over

time, considering the year of publication of these

studies.

Figure 3: Studies in timeline.

This meticulous procedure ensures that the

systematic review produces valuable and reliable

insights, as shown by the scoring of studies and their

quantities in Figure 2. All studies and details can be

found at the spreadsheet-link.

3.4 Review Results

Finally, the results reporting phase is dedicated to

synthesizing and presenting the collected information

in a manner that effectively addresses the established

research questions. This stage not only distills the key

insights obtained through the literature review but

also evaluates the impact of these findings within the

broader context of the field of critical thinking. The

discussions focused on theoretical and practical

implications, the main results for the development of

critical thinking, the limitations encountered, and

directions for future research. These topics add depth

to the presentation of the results and are vital for

providing a significant contribution to the academic

community and relevant stakeholders. This step is

discussed in detail in the Section 4.

3.5 Limitations, Opportunities and

Challenges

A limitation of this systematic review is that some

articles on the ACM platform were not available for

full viewing. This resulted in the exclusion of studies

that could have enriched the analysis of strategies for

developing critical thinking in IT students. Future

reviews should consider accessing other platforms.

ChatGPT 4.0 Version was a valuable tool during

the analysis phase of our studies. It was instrumental

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in contextualizing key points, calculating data, and

generating graphs. For instance, when we needed to

create a graph relating each topic to the total

percentage of articles, we used the following prompt:

create a graph that relates each topic

to the total percentage of articles.

The output generated by ChatGPT included a

clear and informative graph that showed the

proportion of studies reporting each type of result,

allowing a clear view of the relative impact of each

category in the analysed articles

Additionally, ChatGPT was also useful for

formatting references according to specific styles. For

example, to format a list of references. The response

from ChatGPT provided a well-formatted reference

list, ensuring that citations were presented correctly

and consistently, as shown in Figure 4.

Figure 4: Examples of responses (Reference formatting

change).

However, it is important to note that ChatGPT had

limitations, including accuracy issues, potential

misunderstandings of context, and a reliance on the

quality of input provided. Polverini and Gregorcic

(2024) emphasize that, although ChatGPT is a

powerful tool, its effectiveness in graphical tasks

depends on human supervision, as its visual

interpretations may not be entirely reliable. To

maximize its effectiveness, it was crucial to cross-

check information and provide clear, specific inputs.

It is also important to emphasize that ChatGPT did

not interfere in the definition of the research protocol.

4 RESULTS & DISCUSSIONS

This section will present and discuss the results

found, based on a thematic analysis of the data

collected, enabling a consolidated view of the

answers to the research questions in specific topics.

The association between the topics and their related

primary studies (PSs) is also available at the

spreadsheet-link.

4.1 What Is the Context of the Studies

Regarding the Development of

Critical Thinking?

The analysed studies encompass a variety of

educational contexts, highlighting significant

variations in courses, educational level, duration, and

class size.

The analysis of some studies, such as PS4, PS32,

and PS64, revealed a lack of detail regarding courses,

educational level, duration, and class size, making it

difficult to evaluate the effectiveness of educational

interventions. This absence of information, also

present in PS44 and PS47, prevents a comprehensive

analysis of the impact of the applied methodologies,

limiting their replication in other educational

contexts.

4.1.1 Courses

For this analysis, a higher number of studies in

Information Technology and Engineering courses

were identified (64%), evidenced in studies PS13 and

PS43. Other topics include courses in Education

(10.8%), Design (6.8%), Psychology (2.7%),

Economics (2.7%) and undefined (10.8%). Studies

like PS16 focused on reflective practices and critical

development, showing an adaptive approach to

content that can serve as a reference for IT courses.

For courses within Information Technology and

Engineering, as well as related fields, we were able to

identify subcategories: Engineering (22 studies),

General IT (20 studies), Software Development (1

study), and Computer Science (6 studies).

4.1.2 Educational Levels

The analysis of the educational levels of the studies

reveals a predominance of research at the

undergraduate level, representing most of the PSs, as

shown in Figure 5.

This level is frequently addressed in studies on

methods and strategies for the development of critical

thinking. In contrast, continuing education (PS8,

PS19) focused on integrating learning theories and

reflective practices, preparing participants for

professional education environments. Less frequently

explored postgraduate studies, such as PS1 and PS2,

emphasize more advanced approaches and strategies

adapted to the context of specific disciplines, standing

out for their relevance to higher education.

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Figure 5: Correlation between grouped courses and

educational levels.

4.1.3 Duration of the Course

The duration of the courses varied significantly. Short-

term courses (weeks), such as PS13, focused on

intensive interventions, providing a concentrated

critical learning experience. Medium-term courses

(months), such as PS7 and PS60, allowed for a deeper

exploration of content, favoring practical application

through collaborative projects. Long-term courses

(years), such as PS62 and PS66, focused on extensive

projects and continuous learning, allowing for

sustained development of critical and analytical skills.

4.1.4 Class Size

Class size also played a crucial role. Figure 6 shows

an overview of this aspect.

Figure 6: Number of PSs per Student Range.

In small classes, as observed in PS49 and PS53,

individualized attention and adaptive instructions

were facilitated, promoting an interactive learning

environment. Medium-sized classes, such as PS55

and PS58, benefited from a balanced combination of

personalized interaction and group dynamics. For

large classes, such as PS28 and PS35, the

incorporation of educational technologies and online

platforms was essential to manage the large number

of students and maintain engagement through

collaborative activities.

4.2 What Model, Method, Strategy,

Technique, and Approach Is Used

to Promote Critical Thinking?

Figure 7 presents an overview of the results of this

question, which visually shows the concentration of

each type of result found.

Figure 7: Concentration of each type of result.

4.2.1 Problem-Based Learning (PBL)

Problem-Based Learning (PBL) is a student-centered

methodology focused on solving complex and open-

ended problems, promoting investigation, critical

analysis, and collaboration (Santos et al., 2020).

Examples include PS7, PS8, PS10, PS11, PS16,

PS17, PS22, PS25, PS26, and PS29. This method is

extremely adaptable, providing a range of

possibilities and applications, making it the most

widely used method among the analysed articles.

In PS7, a feedback feedforward model combined

with peer assessment was used to guide students

through an iterative and collaborative learning

process, enhancing both subject learning and class

cohesion. PS8 implemented a contextual learning

approach in activities combined with web-based

problem-solving, showing significant improvements

in students' critical capacity.

PS9 integrated take-home tests, peer instruction,

and pre-class videos in an analog circuits course.

PS10 used a combination of flipped classroom

activities, cloud-based learning, and the use of board

games to enhance students' critical thinking skills,

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being the most outlier and different application of the

method observed.

4.2.2 Design-Based Learning (DBL) and

Project-Based Learning (PjBL)

The methods of DBL and PjBL are widely used to

integrate knowledge from different disciplines through

practical projects and design activities, as seen in

PS1, PS11, PS23, PS25, PS26, PS33, PS34, PS39,

PS42 and PS63. These methods have proven to be

highly effective in developing critical thinking skills,

leading to a greater understanding of the course phases.

The “Backward Thinking” model, where the main

focus is on defining the final objectives first and then

planning the necessary steps to achieve them, had a

significant impact in PS1. In this case, six stages were

structured, from clarifying the course theme to

student assessment, highlighting the importance of an

interactive and collaborative learning process.

In PS11, the application of PjBL in engineering

courses revealed that students' conceptions of PjBL

vary, reflecting different pedagogical beliefs and

highlighting the need to adapt the method to the

individual needs of students. An important point

reported by most PSs is the necessity for students to

have a prior understanding of what a project is and

how it will be applied in the educational context.

Different contexts were addressed with PjBL. In

PS25, a combination of the CDIO (Conceive, Design,

Implement, Operate) model was used, while PS28

demonstrated the application of PjBL in business

contexts, preparing students to face real-world market

problems.

4.2.3 Data and Resource Analysis

These methods, applied in PS12, PS15, PS19, PS30,

PS44, PS46, PS51, PS53, PS68, PS71, use structured

data and resource analysis to develop students' critical

thinking skills. In PS62, the integration of data in field

activities and laboratories helped students apply

theories in practice.

PS64 addressed the use of data analysis tools to

identify trends and patterns, encouraging critical

thinking. PSs 68 and 70 explored the use of digital

technologies to provide immediate and personalized

feedback. PS71 examined the effectiveness of data-

driven e-learning tools to support collaborative

learning and problem-solving.

4.2.4 Peer Teaching and Assessment

The methods of peer teaching and assessment,

applied in PS7, PS9, PS20, PS22, PS24, PS27, PS38,

PS55, PS56, PS69 and PS72, promote mutual

evaluation among students, encouraging critical

reflection and collaborative learning. In PS24, for

example, students created and evaluated each other's

educational materials, which not only improved their

critical thinking skills but also encouraged a deeper

understanding of the content.

4.2.5 Simulation and Digital Tools

The analysis of PSs, specifically PS2, PS5, PS6,

PS12, PS14, PS18, PS21, PS35, PS37, PS45, PS47,

PS50, PS54, PS62, PS64 and PS66, reveals a

diversity of methods and approaches for developing

critical skills and improving learning. The use of

simulations and digital tools is a common strategy,

exemplified by PS3, PS5, PS10, PS13, PS31, PS32,

PS58, PS68 and PS71, which employ virtual

environments and mobile applications to promote

critical thinking and context-based learning. In PS3,

an NC machining simulation system is introduced,

involving students in the creation and operation of

virtual models of machine tools. These approaches

provide continuous and personalised support, as seen

in PS5, which uses mobile devices and software

LifeGuide Toolbox to engage students in practical

critical thinking activities.

4.2.6 Gamification

Gamification and futuristic technologies, such as AI

(Artificial Intelligence), are another recurring theme.

PSs such as PS4, PS22, PS36, PS51, PS41, PS52,

PS59 and PS65, incorporate game elements and new

technologies to increase student motivation and

engagement. PS36 develops a gamified learning

model that integrates narrative stories, interactive

maps, student ranks, and video guides to increase

interest in electrical engineering. This model includes

four stages of games covering different engineering

topics. Each stage has specific requirements,

encouraging students to progress through the course

in an engaging and interactive manner. PS47 explores

the use of blockchain technology for skill recognition

and academic record verification, promoting a more

engaging learning experience.

Various and innovative teaching methods are also

highlighted in PSs such as PS6, PS10, PS12, PS13,

PS14, PS15, PS37, PS57, PS58, PS66, and PS67.

These studies cover everything from flipped

classrooms and problem-based learning to active and

collaborative learning methods. PS10, for instance,

integrates flipped classroom activities with game-

based learning, while PS12 and PS13 use e-learning

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modules to replace traditional classes, promoting

group activities for problem-solving.

4.2.7 Multiple Teaching Methods

The use of multiple teaching methods is a strategy

aimed at maximizing pedagogical effectiveness by

addressing the diverse learning needs of students.

Figure 8 shows a heatmap of this use, considering the

studies found.

Figure 8: Heatmap of Method Combinations in Eps.

Multifaceted approaches allow educators to

combine the strengths of different methods, creating

a richer and more engaging learning experience. In

PS11, for example, a combination of flipped

classroom, problem-based learning (PBL), and board

games was used to enhance critical thinking,

providing students with a variety of ways to engage

with the material. PS12 integrated flipped classrooms

with mobile learning and PBL, demonstrating how

technology can support different learning styles and

facilitate practical application of knowledge.

The most common combination of methods

involved integrating PBL with other approaches.

PS36 combined gamification within a PBL model,

creating an interactive learning environment that

encouraged problem-solving and practical

application of knowledge. PS41 also integrated PBL

and gamification, using game elements to increase

student motivation, as a competition for improving

their engagement with projects. These combinations

proved particularly effective in STEM disciplines,

where the practical application of knowledge is

crucial.

Additionally, PS48 highlighted the combination

of experiential learning with puzzle solving and

design thinking, addressing complex problems with

user-centered innovative solutions. This multifaceted

approach promoted creative and critical problem-

solving skills, demonstrating the effectiveness of

combining different methods to address various

aspects of critical thinking.

The use of multiple teaching methods reflects the

need to adapt pedagogical strategies to the varied

needs of students, maximizing teaching effectiveness

and promoting deeper and more meaningful learning.

The combinations of PBL with gamification and

experiential learning proved particularly effective,

highlighting the importance of continuous innovation

in education to meet the challenges and opportunities

of the 21st century.

4.2.8 Evolution of Methods over the Years

Between 2012 and 2024, we observed a growing

trend of diversification and innovation in teaching

methods. In 2012, resource-based and data-driven

methods began to gain traction with PS30, which

compared traditional assessment with e-assessment,

highlighting the importance of using digital tools in

education. In 2014, diversification intensified with

the introduction of various teaching methods, such as

the combination of distance education and PBL in

PS41, and the use of humanitarian methods in PS67.

Between 2015 and 2017, there was a significant

expansion of problem-based methods, as

demonstrated in PS28, which integrated real business

problems into ICT classes, and the adoption of

innovative teaching and peer assessment methods, as

seen in PS23 and PS24. From 2018 to 2020, there was

an increase in the use of virtual simulations and

digital tools, exemplified by PS3.

Between 2021 and 2023, we observed a

significant increase in the application of gamification

and futuristic technologies, as in PS36, which created

a gamified learning model for engineering students,

and in PS47, which proposed the use of blockchain

technology for student skill recognition. In 2024, the

use of DBL and PBL-based methods was intensified,

as seen in PS1 and PS11, along with the continuous

integration of advanced technologies as AI in PS4.

4.3 What Are the Main Results

Achieved?

The reviewed articles present a wide range of results,

including both positive and negative impacts of

innovative educational interventions. While many

studies highlight significant improvements in

academic performance, student attitudes, satisfaction,

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collaboration, and practical application of acquired

knowledge, challenges and negative results also

warrant attention. The skills acquired will be

discussed in more detail in the following section.

Figure 9 shows an overview of specific outcomes.

Figure 9: Percentage of PSs with and without Specific

Outcomes.

One of the most notable results was the

improvement in academic performance. Various

studies demonstrated that innovative educational

interventions led to a significant increase in student

grades. For example, PS1 revealed that students using

Design-Based Learning (DBL) had higher grades

compared to the control class.

PS13 indicated that students in a flipped section

consistently outperformed those in the traditional

section in nearly all assessments. In PS26, students in

problem-based learning (PBL) achieved an average

of 72.5, while the non-PBL group scored 48.74. PS14

highlighted that active learning improved the

understanding of scientific concepts and digital skills.

PS42 showed that project-based learning (PjBL)

resulted in a deeper understanding and practical

application of concepts. Finally, PS59 found that 60%

of students felt that games increased their motivation

and engagement in learning.

Student attitudes and satisfaction also improved

significantly in response to new teaching

methodologies. PS3 and PS38 reported positive

attitudes, with increased satisfaction and confidence

in learning abilities. In PS24, students motivated by

creative expression saw substantial improvements in

grades. PS14 showed that active learning improved

the understanding of scientific concepts and

developed digital and creative skills. PS42 indicated

that project-based learning (PjBL) resulted in a

deeper understanding and practical application of

concepts. PS59 revealed that 60% of students felt that

games increased their motivation and engagement in

learning.

Collaboration and interaction among students

were highlighted in several studies. PS7 and PS66

indicated that collaborative activities and continuous

feedback resulted in better understanding and higher

engagement. PS21 and PS52 reported that peer-based

learning significantly increased knowledge retention

and understanding of complex concepts. PS50

highlighted the use of social media as a useful

platform for post-class discussions and

collaborations.

Despite many positive results, some studies

highlighted challenges and negative outcomes, as

shown in Table V. For example, PS6 showed that the

intervention group had lower confidence in their

critical thinking skills after the intervention,

suggesting that some methodologies might increase

awareness of personal limitations. PS15 pointed out

significant variations in critical thinking assessments

by employers, indicating inconsistency in developing

these skills. PS39 identified that universal assessment

of software development skills was ineffective, with

inconclusive results and weak test-retest reliability,

highlighting the difficulty of creating standardized

assessments for complex competencies. PS18

observed that although innovations in IT-based

learning improved material mastery, this

improvement did not mediate the relationship

between critical thinking skills and academic

performance, suggesting that gains in one area do not

necessarily translate to another. Finally, PS37 points

out the difficulty in correctly incorporating

technological tools.

4.4 What Are the Perceived Benefits?

The development of critical thinking skills is the most

highlighted benefit in the analysed educational

interventions as shown in Figure 10 that illustrates all

benefits found.

Practices that require analysis, evaluation, and

synthesis of information significantly promote this

capability, as observed in PS1, PS21, and PS38.

These practices strengthen academic performance

and prepare students for complex professional

challenges.

Student motivation and engagement are also

frequently highlighted. Methodologies such as

flipped classrooms (PS10 and PS22), project-based

learning (PjBL) as seen in PS43 and PS55, and

gamification in PS36 and PS47 play a vital role in

student motivation. As these approaches are more

Developing Critical Thinking Skills in Undergraduate Students: A Mapping Study in Computing Education

489

dynamic and participatory, they result in greater

student involvement and better learning outcomes.

Figure 10: Skills and Benefits.

Improved communication is a significant benefit

identified in PS1, PS2, PS11, PS14, PS19, PS27,

PS60, and PS68.

The combination of theory and practice,

especially in fields such as engineering and computer

science, is highlighted as an effective means to

develop practical and theoretical skills (PS2, PS3,

PS6, PS49 and PS51), better preparing students for

the job market.

Active and meaningful learning provides lasting

learning for students and is applicable to other areas

of life (PS19, PS24, PS62 and PS65). Likewise,

continuous and constructive feedback is crucial for

skill development, helping students identify areas for

improvement and develop competencies more

effectively (PS7, PS20, PS23, PS27, PS38, PS46,

PS49 and PS66).

Teamwork is essential for developing

interpersonal and collaborative skills. Methodologies

that encourage cooperation and interaction among

students are effective in developing this competence

(PS56, PS62 and PS68).

Collaborative activities, group discussions, and

continuous feedback develop effective communica-

tion skills, enhancing interpersonal skills and the

ability to work in teams.

Satisfaction and personal improvement are

achieved through methods that encourage individual

growth and self-assessment, enriching students with

personal development benefits and skills (PS8, PS9,

PS19 and PS31).

Although the development of critical thinking

skills is the main focus of this study, not all analysed

PSs directly addressed this competence. Some PSs

highlighted other benefits such as motivation and

engagement, teamwork, and others, which are

fundamental and, to some extent, related to the

development of critical thinking. This suggests that

innovative pedagogical practices not only contribute

to a dynamic and engaging learning environment but

also, even if not explicitly focused on it, promote

critical thinking by developing skills that help

students and pave the way for more complex skills

such as critical thinking to be effectively developed.

4.5 What Challenges Were

Encountered?

Figure 11 shows an overview of main challenges

found.

Figure 11: Percentage of PSs with and without Limitations

and Challenges.

Technical difficulties and adaptation to

technologies are frequently mentioned as significant

challenges. Many students faced problems with the

technical complexity of the technology, as in the case

of PS3, PS13, PS54, and PS59, or a lack of familiarity

with new technologies, as reported in PS1, PS4,

PS37, and PS51. PS4 emphasizes that AI in education

enables personalized learning and supports diverse

needs but requires extensive educator training and

curriculum adaptation to meet societal standards.

Additionally, there were difficulties with specific

tools, such as the lack of customization of assessment

tools (PS32) and adaptation to digital platforms

(PS50). These difficulties can negatively impact

engagement and learning effectiveness.

Infrastructure and available resources also

represent considerable challenges. The lack of

adequate infrastructure to support project-based

teaching methods and advanced technologies was

highlighted in PS25, PS42, and PS53. Without the

necessary resources, it is difficult for educators to

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implement and sustain these innovations effectively.

Additionally, the resource of time presents specific

challenges, such as the need for more continuous

support and longer durations for effective educational

interventions, which in turn increases the demand for

this resource (PS5, PS48, PS49, PS59, and PS72).

The quality of teaching and teacher training are

other areas of limitation. Teachers often feel

overwhelmed or insufficiently prepared to implement

new technologies and teaching methods, as observed

in PS16, PS17, PS45, and PS59. PS12, PS25, PS29,

and PS64 also highlight the challenges in adapting the

curriculum to include innovative methodologies,

which demand effort and time. Continuous training

and support for teachers are essential to ensure the

effectiveness of new educational approaches.

Issues related to student preparation and

motivation were also identified. For example, in PS2

and PS37, initial difficulties in effective

communication between teachers and students,

especially in online teaching, and student disinterest

due to a lack of detailed explanations from teachers

were highlighted. In PS9, many students did not

follow the instructions for pre-reading materials,

compromising effective participation in discussions,

as in PS65. In the meantime, PS26 emphasized the

need to ensure that increased student motivation is not

just a temporary effect. This reflects the need for

strategies that encourage student preparation and

engagement before activities.

Cultural and contextual issues also influence the

effectiveness of educational interventions. Factors

such as the cultural expectations of students and

teachers can affect the acceptance and effectiveness

of new teaching methods, as observed in PS17, PS49,

and PS50. Adapting teaching methods to specific

cultural needs is crucial for the success of these

strategies. Resistance to change is also a significant

barrier. The implementation of these innovative

strategies can face resistance from teachers,

administrators, and even the students themselves, as

highlighted in PS52, PS54, and PS68. Cultural

change within educational institutions is necessary to

accept and effectively incorporate new teaching

approaches.

4.6 Critical Thinking Skills Guideline

Considering the strategies for developing critical

thinking skills in technology students that were

mapped in this systematic study and the possibility of

using these strategies, even in the face of some

challenges, Figure 12 presents a consolidated

summary in guideline format, highlighting the main

characteristics, impacts, and benefits of each one.

Figure 12: Guideline of Teaching Methods and Tools.

Developing Critical Thinking Skills in Undergraduate Students: A Mapping Study in Computing Education

491

5 CONCLUSIONS

In summary, this mapping study (MS) on strategies

for developing critical thinking in Information

Technology (IT) students highlights the importance

of innovative pedagogical methods to prepare

students for the challenges of the digital world.

Through the analysis of multiple studies, it was

possible to identify those methodologies such as

Problem-Based Learning (PBL), Design-Based

Learning (DBL), and gamification significantly

enhance critical thinking skills by providing dynamic

and interactive learning environments.

Issues related to student preparation and

motivation were also identified. For example, in PS2

and PS37, initial difficulties in effective

communication between teachers and students,

especially in online teaching, and student disinterest

due to a lack of detailed explanations from teachers

were highlighted. In PS9, many students did not

follow the instructions for pre-reading materials,

compromising effective participation in discussions,

as in PS65. Meanwhile, PS26 emphasized the need to

ensure that increased student motivation is not just a

temporary effect. This reflects the necessity for

strategies that encourage student preparation and

engagement before activities.

Cultural and contextual issues also influence the

effectiveness of educational interventions. Factors

such as the cultural expectations of students and

teachers can affect the acceptance and effectiveness

of new teaching methods, as observed in PS17, PS49,

and PS50. Adapting teaching methods to specific

cultural needs is crucial for the success of these

strategies. Resistance to change is also a significant

barrier. The implementation of these innovative

strategies can face resistance from teachers,

administrators, and even the students themselves, as

highlighted in PS52, PS54, and PS68. Cultural

change within educational institutions is necessary to

accept and effectively incorporate new teaching

approaches.

Future studies could explore the longitudinal

effects of critical thinking strategies on IT students,

compare effectiveness across different cultural

contexts, or examine how emerging AI tools further

enhance critical thinking skills in IT education.

Investigating interdisciplinary approaches could also

reveal insights for broader educational applications.

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