Critical reading in university students in the digital field: Thinking before believing

Abstract

This article explores critical reading in digital media in university students, highlighting its importance in the digital age and the challenges it poses. The main objective was to describe the impact of critical reading through digital media on university students, analyzing the development of their comprehension and critical thinking skills. The methodology used was quantitative, with a non-experimental design of a descriptive transectional type. A questionnaire with a Likert scale was applied to 84 university students. The results revealed that students demonstrate competence in critical reading strategies such as analysis and deduction of texts, but present deficiencies in more dynamic and reflective strategies, such as developing their own questions and debate. It is concluded that, although students use basic critical reading strategies, it is necessary to strengthen deeper critical thinking skills, such as formulating complex questions and participating in debates, to function effectively in the digital age.