Promoting Critical Thinking and Reading Comprehension in Higher Education Students through Digital Texts

Abstract

This article presents a literature review on how digital texts can foster critical thinking and reading comprehension in higher education students, focusing on research published between 2020 and 2024. During this period, the works of 20 authors were examined. These studies highlight how the integration of these texts influences the development of fundamental cognitive skills, such as critical analysis, interpretation, and synthesis of information. The article examines various strategies and approaches implemented to maximize the impact of digital texts on student learning, providing an overview of the opportunities and challenges associated with their use in higher education. The results indicate that digital texts, being interactive and easily accessible, facilitate critical thinking and improve reading comprehension when appropriate teaching strategies are employed. Students can benefit from access to multiple sources and supporting tools, such as digital annotations and integrated dictionaries, which enrich the learning experience. However, there are also challenges, such as information overload and distraction, that can limit the effectiveness of close reading and critical thinking. Furthermore, digital literacy is essential for students and teachers to maximize the potential of digital texts in the educational process. The findings highlight the need for an intentional and reflective pedagogical approach that promotes the critical use of digital texts, overcoming barriers and promoting the development of cognitive skills in higher education students.