RESUMENGracias al desarrollo del aprendizaje basado en competencias, se ha producido un gran interés por el pensamiento crítico en la educación superior. La empleabilidad, por otra parte, ha influido poderosamente en su protagonismo como competencia imprescindible en el desarrollo profesional en un entorno innovador. Diversos autores han estudiado el concepto de pensamiento crítico y los procesos implicados en su desarrollo y formación. El presente artículo analiza qué entienden los docentes universitarios por pensamiento crítico y la importancia que conceden al mismo. Es una investigación mixta cuantitativa/cualitativa, con 230 docentes universitarios, que desvela interesantes resultados, como que la mayoría lo vinculan a procesos de análisis y razonamiento, algunos al cuestionamiento, evaluación y toma de decisiones y muy pocos lo entienden como acción y compromiso, siendo para todos un aspecto muy importante de la formación universitaria. Estos resultados tienen grandes implicaciones para la enseñanza-aprendizaje del pensamiento crítico en la educación superior.Palabras clave: educación superior, competencia profesional, pensamiento, aprendizaje, docencia.ABSTRACT Since the development of competency-based learning, there has been a great interest in critical thinking in higher education. Furthermore, enterprises have seen this competence as essential for professional development in an innovative environment. Several authors have studied its concepts and processes as a key element in education and in training. This article is a study about how university teachers understand critical thinking as well as the importance given to this competence. The research, both quantitative and qualitative with 230 teachers involved, shows interesting results, as the majority of teachers link this competence to processes of analysis and reasoning and some to questioning, evaluation, and decision making, but very few understand it as action and commitment. Nevertheless, all of these aspects are very important aspects of university education. Moreover, these results have far-reaching implications for the teaching-learning of critical thinking in higher education.

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Developing critical thinking skills appears to be a challenge for higher education institutions. However, little is known about the students’ points of view regarding the methodologies they consider to foster the development of this competence. To answer this question, a total of 263 Spanish university students participated in this study and were asked what they understood by critical thinking and the methodologies they considered to be the most effective for developing it. The results indicated that, based on students’ points of view, there were six methodologies that mainly contributed to developing critical thinking: Debates, project-based learning, practices in real contexts, doing research, cooperative learning, and case studies. These results were unanimous regardless of the student’s understanding of critical thinking: Analyzing/organizing, reasoning/arguing, questioning/asking oneself, evaluating, taking a position/taking a decision, compromising/acting. These findings have important theoretical and practical implications for teachers and educational institutions in relation to the development of critical thinking in higher education.

La entrevista como herramienta para la evaluación de competencias genéricas: construcción de un consenso sobre evidenciasThe interview as a tool for the assessment of generic competences: building an evidence consensus Resumen La actual realidad educativa en la Educación Superior está caracterizada por la implementación del proceso de convergencia europeo. Un factor clave es el protagonismo del estudiante en el modelo de aprendizaje basado en competencias, donde el proceso de evaluación es un factor importante a desarrollar. En el presente estudio, cinco profesores de la Universidad de Deusto diseñaron una entrevista como herramienta de evaluación de cuatro competencias genéricas. La entrevista se aplicó a 21 estudiantes de un curso de emprendizaje social. Para la evaluación, se definieron lo que se considerarían evidencias de desempeño en las respuestas. Por último, se validaron los resultados aplicando el coeficiente de similitud de Gower. Los resultados sugieren una alta similitud en la evaluación de evidencias entre los cinco docentes, lo cual aporta fiabilidad a la medición. En conclusión, existiendo un consenso sobre los criterios de evaluación entre docentes, se puede mejorar la fiabilidad de las evaluaciones a los estudiantes y se aporta una herramienta para su evaluación. Palabras clave: competencias genéricas, entrevista, evaluación, evidencia, consenso, educación superior. AbstractThe current educational reality in the field of Higher Education is characterized by the implementation of the European process of convergence. A key factor is the student's leading role in the model of competence based learning, in which the process of evaluation is a key factor to be developed. In the current study, five university teachers from the University of Deusto designed an interview as a tool for the assessment of four generic competences. This interview was applied to 21 students in a social entrepreneurship course. In order to be consistent in the assessment, evidence of performance was previously defined. Finally, the Coefficient of Similarity of Gower was applied in the process of validation of results. These suggest a high similarity in the evaluation of evidences among the five teachers, thus providing Revista Complutense de Educación 457

Critical thinking is a key competence in higher education. However, little is known about the conception that students have of this competence. This study aims to analyze what university students understand by critical thinking and if these conceptions agree with those of university teachers analyzed in a previous study. A total of 263 participants took part in the study. The findings reveal that students tend to consider critical thinking as a competence related to reasoning/arguing and questioning/asking oneself. Also, that students’ conception about critical thinking differs from that of teachers. Whereas students tend to consider critical thinking as related to reasoning/arguing, questioning/asking oneself and, to a lesser extent, to acting/compromising. Teachers, on the other hand, tend to consider critical thinking as related to analyzing/organizing and evaluating. No significant differences were found regarding students’ gender and academic year. These results highlight the importance of considering students’ views when designing the curricula and the learning activities to develop students’ critical thinking. Received: 30 June 2022Accepted: 6 March 2023