Critical thinking and social skills in university students

Authors

Fernando Pastor Carnero Taco
Universidad Nacional de San Agustín
https://orcid.org/0000-0002-1750-8842
Soledad Marleny Castillo Huamaní
Universidad Nacional de San Agustín
https://orcid.org/0000-0002-5929-4723
Elida María Reyna Tejada Zegarra
Universidad Peruana Unión Filial Juliaca
https://orcid.org/0000-0002-4641-1142
DOI: https://doi.org/10.5281/zenodo.10869622

Keywords:

critical thinking, social skills, University students

Synopsis

In the 21st century, it is considered necessary for people to be competent in order to fully develop in society; In this regard, it is considered, in scientific literature, that one of the most important skills is maintaining the ability to question reasoning, which is denoted as critical thinking, and the possibility of effectively resolving social situations. In addition to this critical ability, there is also a need for citizens who can relate to others healthily, respecting their autonomy and different points of view, who can carry out their activities without affecting or harming other people; that is, citizens competent in the so-called social skills. The relevance of both competencies is such that a large number of educational systems are incorporating them into their curricula, especially at the higher educational level, that is, in the training of university professionals. On an educational level, these competencies ensure quality learning, as well as the comprehensive training of the student, which is developed in depth in this book.

 

 

 

Title registered in the National Repository of Legal Deposit of the Ministry of Cultures, Decolonization and Depatriarchalization of the Plurinational State of Bolivia, under number 4-1-2223-2024, and with ISBN 978-9917-639-01-5 registered in the Chamber from the Book Peace.

Author Biographies

Fernando Pastor Carnero Taco, Universidad Nacional de San Agustín

Teacher in the specialty of Social Sciences in Regular Basic Education. 20 years of experience in National Educational Institutions, Trainer in Private and National Pedagogical Institutes in the Practice and Research Module, 8 years of experience. University teacher specializing in Social Sciences. Ease of speech and excellent conflict management. Knowledge of technologies and applications focused on learning.

Soledad Marleny Castillo Huamaní, Universidad Nacional de San Agustín

Baccalaureate and PhD studies in Educational Sciences. Master in Child and Adolescent Clinical Educational Psychology from the National University of San Agustín and graduate in Education (specialty in Social Sciences) UNSA. International Training in Professional and Educational Coaching from the University of Florida. Experience as a teacher in public and private educational institutions; She has various studies and diplomas related to Educational Management, School Management, Formative Evaluation, Pedagogical Support for Teachers. I currently serve as deputy director of the Sebastián Barranca educational institution.

Elida María Reyna Tejada Zegarra, Universidad Peruana Unión Filial Juliaca

With more than 31 years of experience as a Regular Basic Education Teacher in Initial Education and 12 years as a Higher Education Teacher, I have a solid academic background with Master's, Baccalaureate and PhD studies in Educational Sciences. My proactive approach and social skills excel in promoting an inclusive and nurturing educational environment. I distinguish myself by my ease with words and ability to establish solid relationships with students, colleagues and parents. Passionate about teaching, I am committed to academic and pedagogical excellence, always seeking to contribute to the educational field with enthusiasm and dedication.

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Published

March 25, 2024

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