Analysis of the variables that promote professional insertion based on critical thinking
Metadatos
Afficher la notice complèteAuteur
Parra González, María Elena; Rodríguez Sabiote, Clemente; Aguaded Ramírez, Eva María; Cuevas Rincón, Jesús ManuelEditorial
Frontiers
Materia
Competencies Critical thinking Education Professional inclusion Skills
Date
2023-08-10Referencia bibliográfica
Parra-González ME, Rodriguez-Sabiote C, Aguaded-Ramírez EM and Cuevas-Rincón JM (2023) Analysis of the variables that promote professional insertion based on critical thinking. Front. Educ. 8:1160023. [doi: 10.3389/feduc.2023.1160023]
Patrocinador
(TYNDALL/UFM). Reference: PID2020-119194RB-I00; MCIN/AEI/10.13039/501100011033.Résumé
Critical thinking is currently one of the most demanded competencies and skills
in professionals and, therefore, constitutes one of the fundamental aspects to
be developed by educational systems. This is especially important for the development
of work tools for future labor insertion. The first objective of the present study was
to determine the demographic variables (school type, gender, level education, work
experience and volunteering) that can be used to predict the development of critical
thinking in students undertaking vocational training or secondary education. The
second objective was to determine whether the variables considered to be the most
effective predictors are able to distinguish between higher and lower levels of critical
thinking. For this purpose, a sample of students undertaking vocational training or
secondary education in southern Spain (n= 3.132) was recruited. A quantitative study
was then conducted, performing regression and decision tree analysis to identify
predictors. Based on study outcomes, it can be concluded that a need exists to work
on critical thinking at these educational stages and throughout life while considering
the variables that influence critical thinking such as educational level, work experience
and volunteering