Encouraging Undergraduate Marketing Students to Reflect on Critical Thinking and the Digital Gender Divide

Abstract

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.

Level of Digital Teaching Competence on the Verge of the Post Pandemic

“…University experiences with ICT and especially with augmented reality had their advantages and disadvantages in the subjects taught and resulting that students can develop their cognitive skills and as a negative point was the lack of training and preparation of the university teacher [39]; the arrival of digital competence brought education 4. 0 to innovate teaching-learning, the results show a close relationship [40] where one of the main modalities for online learning is the integration of artificial intelligence and internet [41] and even when there is simple or complex information they hesitate when making decisions, so active learning methodologies are required and can be complemented with presentations and recordings, to have results that manage to favor digital competence in the professionals of the future [42].…”