Identifying Critical Thinking Profiles Among Spanish University Students: A Cluster Analysis with the K-Means Method

Abstract

This study aims to evaluate the level of critical thinking among Spanish university students to identify distinct profiles through cluster analysis using the K-means method. To achieve this, a validated Likert-scale instrument with closed-ended questions was employed, developed based on solid theoretical foundations, expert evaluations, and a pilot study. The instrument demonstrated excellent reliability, both overall (α=0.86) and across dimensions (α=0.81 and 0.76). Moreover, the sample comprised 5, 238 university students representing a range of academic disciplines and educational contexts. The findings show that Spanish university students generally display high critical thinking skills. However, significant differences were observed across sociodemographic factors, including gender, age, year of study, academic discipline, institutional type, and autonomous community. Furthermore, a positive correlation was identified between critical thinking and academic performance, as measured by students’ academic record grades. Cluster analysis further identified three distinct profiles of critical thinking: high, moderately high, and medium, with distribution patterns influenced by the analysed variables. These results emphasise the importance for tailored educational programmes to strengthen critical thinking skills in Spanish universities. In this context, the study provides practical pedagogical insights and offers suggestions for further research in this area. While acknowledging its limitations, this research contributes to a deeper understanding of critical thinking competence and provides a solid foundation for designing educational interventions aimed at its improvement.