Thinking Skills and Autonomous Learning: A Necessary Articulation for University Student

Habilidades del pensamiento y aprendizaje autónomo: Una articulación necesaria para la formación del estudiante universitario

Resumen

This article analyzes the relationship between thinking skills—particularly critical thinking—and autonomous learning within the context of higher education. Drawing on a review of recent studies conducted in Latin America, it examines how the development of cognitive competencies such as observation, comparison, and analysis significantly contributes to academic performance and the holistic formation of students. Likewise, it explores various investigations highlighting the importance of autonomous learning as a transversal competence that enables students to efficiently plan, self-regulate, and evaluate their learning processes. It is emphasized that strengthening these skills not only enhances content comprehension but also fosters motivation, academic resilience, and the ability to navigate complex educational environments. The empirical evidence reviewed demonstrates a positive correlation between critical thinking skills and learner autonomy, underscoring the need to integrate pedagogical strategies aimed at their simultaneous development from the early stages of academic training. Finally, gaps in the literature are identified regarding integrative models that effectively articulate these competencies within the university classroom, presenting challenges for future research and the design of innovative educational programs.