Desarrollo de la criticidad de la música en estudiantes de educación superior: revisión sistemática

Abstract

The objective of this article is to analyze the scientific contributions related to the development of music criticality in higher education students in Ibero-American countries from the years 2006 to 2021. The method used was a systematic review with a descriptive level, using screening and eligibility criteria following PRISMA guidelines. The search was conducted on online databases including SciELO, Scopus, EBSCO, and ProQuest, utilizing descriptors such as "critical thinking", "criticality", "music", "music education", and combining them using Boolean operators AND and OR, in both English and Spanish. The review considered didactic strategies, methodological sequences for formative enhancement, thinking skills, self-regulation, and motivation. The results involved the analysis of 22 original articles, comprising three non-experimental descriptive studies, four quasi-experimental studies, one non-experimental observational study, two non-experimental correlational studies, one longitudinal quantitative study, three action research studies, four phenomenological hermeneutic studies, one descriptive qualitative study, one cultural theoretical study, and three mixed design studies. The findings emphasize the need for access to new forms of critical thinking. In conclusion, fostering critical thinking in music requires authentic teaching grounded in cutting-edge tools, innovative pedagogical strategies, and updated approaches that foster autonomy, self-regulation, and motivation in students.