THE USE OF VIRTUAL ENVIRONMENTS IN TEACHING PRACTICE FOR THE DEVELOPMENT OF THINKING IN PRIMARY SCHOOL STUDENTS

Abstract

This article presents a bibliographic review on the use of virtual environments in teaching practices aimed at developing critical thinking in primary school students. It is based on the recognition that the primary stage is a key period for the comprehensive development of the individual, during which fundamental cognitive, ethical, and social skills are consolidated. In this sense, virtual environments not only represent technological tools, but also pedagogical spaces that, when well designed, can enhance reflection, argumentation, and decision-making in children. The central objective of this review is to identify approaches, strategies, and documented experiences that link the use of digital platforms with the strengthening of critical thinking from an early age. To this end, a bibliographic methodology was employed based on the systematic selection of academic sources, indexed articles, theses, and technical documents published between 2015 and 2025. The inclusion criteria considered thematic relevance, pedagogical approach, and applicability in diverse school contexts, especially in rural and vulnerable settings. Preliminary findings show that critical thinking can be stimulated through collaborative activities, simulations, educational games, and immersive environments, provided there is intentional and contextualized teacher mediation. It is concluded that the use of virtual environments must be articulated with clear educational purposes, with an ethical, inclusive, and situated approach.