RELATIONSHIP BETWEEN DIGITAL COMPETENCIES AND CRITICAL THINKING - A REVIEW OF THE SCIENTIFIC LITERATURE FROM 2015 TO 2022

Abstract

The objective of this research was to prepare a systematic review of the scientific literature between 2015 and 2022 on the relationship between digital skills and critical thinking. In the methodological aspect, the PRISMA methodology was taken as the starting point, having chosen the Scielo, Scopus, Ebsco and Eric databases, in English and Spanish. Neither the language nor the place was considered as exclusion elements. Regarding the results: of 30 sources, 13 correspond to Spain with 8 publications, the rest to different countries; 18 in Spanish and 12 in English; the largest number of publications have been in 2021 with 11; the third part have been published in SciELO; the predominant methodological approach is quantitative; 60% have an indirect relationship between both categories; and in terms of bonding, 56% contribute to improving learning. In the discussion and conclusions: it is in Spain where there is the greatest concern for publications of this type, which is why most are in Spanish; it is inferred that the highest peak is 2021 due to the pandemic; the majority quantitative approach is due to the preference for quantifiable statistical data, especially for the digital skills category; the indirect relationship between both categories is due to the fact that both have different methodologies; and finally the ability for digital skills considerably improve learning and contribute to providing solutions to different learning situations.