Pensamiento crítico mediado por tecnologías digitales en educación escolar

This article examines critical thinking mediated by digital technologies in school education within a context marked by the expansion of virtual platforms, multimodal resources, media literacy, and artificial intelligence. Its purpose was to critically analyze recent scientific production in order to identify the main conceptualizations, the factors that foster or constrain this process, and the gaps that still persist in the field. Methodologically, the study was developed as an exploratory scoping literature review, based on a systematic search of academic databases covering the period from 2015 to 2025, with inclusion and exclusion criteria focused on studies conducted in primary and secondary education. The findings show that digital technologies do not strengthen critical thinking by their mere presence, but rather when they are integrated into pedagogical experiences that promote information search, selection and comparison, critical media and digital literacy, argumentative interaction, and collaborative knowledge construction. Likewise, the review found that teacher mediation, explicit curricular integration, and rigorous activity design are decisive conditions for technology to contribute to the development of reflective judgment. In conclusion, the educational value of digital technologies depends on the critical quality of their pedagogical mediation and on their intentional articulation with higher-order educational aims.