Developing Critical Thinking Skills in Undergraduate Students:
A Mapping Study in Computing Education
Davy de Andrade Mota and Simone C. dos Santos
a
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
a
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
Paper published under CC license (CC BY-NC-ND 4.0)
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
Proceedings Copyright © 2025 by SCITEPRESS – Science and Technology Publications, Lda.
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
s
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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