Estrategias metacognitivas para el desarrollo del pensamiento crítico en estudiantes de bachillerato: una revisión sistemática

Introduction: Cognitive development in high school students necessitates transcending information-transmission educational models to embrace autonomous knowledge management processes. Within this framework, metacognitive strategies linked to critical thinking constitute a cornerstone for strengthening students' reflective and analytical capacities. Objective: To analyze the impact of metacognitive strategies on the development of critical thinking in high school students, based on scientific production published between 2015 and 2025. Methodology: A systematic literature review was conducted following the PRISMA 2020 statement guidelines. The search was performed across Scopus, Web of Science, and SciELO databases, utilizing combined descriptors and Boolean operators related to metacognitive strategies and critical thinking. Results: The reviewed studies evidenced a positive and significant relationship between metacognitive strategies and the development of critical thinking. Planning, monitoring, and evaluating one's own learning facilitate higher-order cognitive processes, such as analysis, argumentation, self-regulation, and evidence-based decision-making. Findings highlight that the strengthening of metacognition depends on intentional pedagogical interventions and systematic teacher guidance. Conclusions: Metacognitive strategies represent an indispensable resource for enhancing critical thinking in high school students. This type of thinking does not emerge solely as a result of cognitive maturation; rather, it requires educational environments specifically designed to promote reflection, autonomy, and the conscious construction of knowledge.