Comparison of critical thinking in middle school and high school students in urban and rural institutions

Abstract

Inequalities between urban and rural institutions have revealed gaps in the development of critical thinking, especially when comparing middle school and high school levels. These differences are related to curricular disarticulation between educational levels and to territorial conditions, such as access to infrastructure, teacher training and pedagogical resources. This problem directly affects the quality of educational processes and equity in the development of key competencies. Under a qualitative, non-experimental approach and with an exploratory and analytical scope, this study analyzes the differences in the development of critical thinking among students in urban and rural contexts. Through a systematic review of recent scientific literature, pedagogical, curricular and contextual factors that influence this competence were identified. The findings reveal that urban schools have a greater capacity to implement active methodologies, while rural schools face structural limitations. It is concluded that it is necessary to promote educational policies with a territorial approach and vertical curricular articulation to ensure integrated and equitable educational trajectories for all students.