Listening is not arguing: pedagogical gaps in the self-perception of critical thinking among students in southern Sonora.
Abstract
The study analyzed pedagogical gaps regarding the self-perception of critical thinking among secondary, *telesecundaria* (distance-learning secondary), and high school students in southern Sonora. A quantitative, cross-sectional, and descriptive-analytical study was conducted with 553 participants. Means were calculated for each skill, alongside a dialogic-analytical gap index, pedagogical profiles, and associations with contextual variables. The results showed higher self-perception regarding reflective-dialogic dispositions than cognitive-analytical skills. 45.9% of the sample fell into the "didactic priority" category. The study concludes that strengthening critical thinking requires shifting from merely promoting attitudes favorable to dialogue toward designing explicit experiences involving argumentation, source evaluation, and evidence analysis.
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