In today’s society where there is an abundance of accessible, complex, and often false information, critical thinking (CT) is an essential skill so that citizens in general and students in particular can make complex decisions based on scientific evidence, rather than on prejudices, biases, and pre-established beliefs. In this context, the purpose of this study is to discover whether Active Learning (AL) methodology, using different technologies, contributes to improving the CT of the student body, applying it to the Digital Gender Divide (DGD). Three questionnaires were used to collect information, using both a quantitative and a qualitative approach. Open-ended questions are included for fuller answers, which are complemented by content analysis of the recordings and virtual presentations made. The results show that the AL methodology favours the development of CT in the DGD in a remarkable way. Likewise, the various technologies implemented in the methodology (e.g., the Google Applications Site, online round table discussions, role-plays, virtual presentations, and forms) are relevant to improving CT in DGD. It concludes by recommending the implementation of AL with CT as in the one carried out, to help prepare better professionals and raise awareness of how to reduce the DGD.

La competencia de aprender a aprender (LtL por sus siglas en inglés) es clave para el éxito en la sociedad actual. Un alumno con la competencia LtL es aquel que favorece su autoaprendizaje. El Modelo de Aceptación de Tecnología (TAM por sus siglas en inglés) se utiliza para comprender la decisión de adoptar una nueva tecnología que acompaña a un cambio metodológico. El objetivo es averiguar si los estudiantes universitarios adoptan el autoaprendizaje como estrategia de aprendizaje y si el TAM es válido al considerar la competencia LtL. Los resultados indican que se deben diseñar metodologías para promover LtL entre los estudiantes, que el TAM es válido para el LtL y que el concepto de disfrute es particularmente relevante.

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