Digital strategies for the development of argumentative skills in higher education

The development of argumentative skills in higher education is essential for shaping critical and reflective professionals. This research aimed to explore the digital pedagogical strategies that promote the development of these skills and to analyze the challenges faced by educators in implementing them. A literature review was conducted using academic databases such as Scopus and WOS, selecting recent studies that evaluate the effectiveness of various digital tools in higher education. Strategies such as Google G-Suite, Edmodo, and gamification platforms were identified as effective in specific contexts, particularly in the social sciences and humanities, where they foster critical reflection. However, the effectiveness of these tools varies depending on the discipline, being less effective in technical fields where more specialized approaches are required. Additionally, significant challenges were highlighted, including the lack of teacher training and unequal access to technological resources. The results emphasize the need for continuous teacher training in both digital and pedagogical competencies, as well as equitable access to technology. This study concludes that, although digital strategies have great potential, their success largely depends on institutional support and adequate teacher preparation.