The Cultivation of Critical Thinking in Philosophy Through Technology: A Systematic Literature Review

Abstract

Technology has been widely employed to cultivate students' critical thinking (CT). Empirical research has been conducted to evaluate its effectiveness and address the current lack of a systematic literature review on the enhancement of critical thinking through technology in philosophy. Therefore, this review aims to uncover the impact of the philosophy course in fostering students' CT in the digital age and the challenges that teachers and students face in implementing technology. The study adheres to the PRISMA methodology (Preferred Reporting Items for Systematic Review). Relevant articles and materials were primarily sourced from three databases: Web of Science, Scopus, and ERIC. This article contended that a modern philosophy course should prioritize the cultivation of students' CT over the mere accumulation of knowledge. Through systematic analysis, this study has identified three main themes: (1) The philosophical origins of technology, (2) issues and challenges during the use of technology, and (3) critical use of technology. Future research implies the need to regulate the use of technology within ethical boundaries.