Critical Thinking in the Information Age: A Systematic Review on the Role of MIL and Information Overload
DOI:
https://doi.org/10.56294/mw2025448Keywords:
Critical thinking, Media and Information Literacy (MIL), Information overload, Critical education, Digital competencies, Information evaluationAbstract
Introduction: in a context marked by information overload, critical thinking and media and information literacy (MIL) have become essential for effectively understanding and evaluating information.
Objective: to analyze and synthesize the most recent scientific literature on critical thinking, media and information literacy (MIL), and information overload. The aim is to identify the relationships among these concepts, their educational and social implications, and the strategies that contribute to strengthening critical competencies in information-saturated contexts.
Methods: a systematic review of scientific literature published between 2019 and 2024 was conducted. Empirical, theoretical, and review studies addressing the relationship between critical thinking, MIL, and information overload were selected. A qualitative analysis was applied to group themes, identify patterns, and detect trends and gaps in current research.
Results: media and information literacy is a key skill to mitigate the negative effects of overload and to enhance critical thinking. Educational interventions that integrate MIL have proven effective in improving the ability to critically assess information. Moreover, information overload can be addressed through innovative and contextualized pedagogical strategies.
Conclusions: it is concluded that MIL is fundamental for the development of critical thinking in a context dominated by information overload. Education must respond with innovative methodologies and tools that incorporate both digital and traditional literacies, considering the social and technological factors that influence access to and processing of information.
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