E-learning for the development of critical thinking: A systematic literature review

E-learning is increasingly frequent, with greater emphasis since COVID-19, which generated a high migration to virtual learning environments, requiring educational innovation with ICT to continue guaranteeing the development of life skills, such as Critical thinking (CT), Given this, the present systematic review of literature in Scopus and Web of Science, aimed to systematize scientific production on E-learning and CT. The PRISMA methodology was used for the identification, selection, eligibility, and inclusion of articles, based on systematization criteria. The main results show two groups of studies: theoretical (4) 19% and empirical (17) 71%. Empirical studies have been carried out at secondary level (2), Senior High School (2) and university level (13); of these 62% is quantitative, 30% qualitative 30%, and 8% mixed. Scientific evidence confirms the positive impact of E-learning on the CT development of students. It was found that from COVID-19 the amount and variety in this type of study is ascending, however, this type of research is very scarce in Latin America, which calls for the generation of research in and from the contexts and educational actors of this region. It is also necessary to promote studies that consider a relationship between specific E-learning proposals and CT specific skills: interpretation, analysis, evaluation, inference, explanation, self-regulation, among others. Finally, an epistemological void is revealed in the epistemic approach of teaching competences in E-learning environments for the teaching critical thinking, its treatment being necessary to dynamize the hybrid classrooms in the fulfillment of the training objectives.