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 develop a systematic review of the scientific literature between 2015 and 2022 on the relationship between digital competencies and critical thinking. In the methodological aspect, the PRISMA methodology was taken as a starting point, having chosen the Scielo, Scopus, Ebsco, and Eric databases, in English and Spanish. Neither language nor place was considered an element of exclusion. As for the results: out of 30 sources, 13 correspond to Spain with 8 publications, the rest to different countries; 18 in Spanish and 12 in English; the greatest number of publications have been in 2021 with 11; a third part has been published in SciELO; the predominant methodological approach is quantitative; 60% have an indirect relationship between the two categories; and in terms of linkage, 56% contribute to improving learning. In the discussion and conclusions: it is in Spain that there is the greatest concern for publications of this type, so 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 competencies category; the indirect relationship between the two categories is because both have different methodologies; and finally the ability for digital competencies significantly improve learning and contribute to providing solutions to different learning situations.