Critical Thinking in Academic Writing at the University: A Scoping Review

Abstract

Critical thinking is central to developing academic writing skills and has gained importance in higher education research. This study focuses on analyzing the current state of critical thinking in academic writing and its impact on student learning. A review of 1184 articles was conducted, selecting 43 primary studies that included quantitative, qualitative, and mixed research approaches, using questionnaires and interviews for data collection. Integration of critical thinking was associated with significant improvements in the quality of the texts produced by students, with 78% of the studies reporting gains in writing skills. Despite these positive findings, limitations in teacher training and implementation of educational technologies were identified. This suggests the need for a more structured approach to educator training, highlighting critical thinking as a reflective process that enriches pedagogical practices and learning outcomes.