Developing Critical Analysis and Argumentation Competence in Higher Education: The Role of Multimodal Pedagogy
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The scoping review examines how multimodal teaching methods in higher education institutions foster students' critical analysis skills, which are essential for academic argumentation. The study uses evidence from 56 peer-reviewed studies published between 2010 and 2026 to identify multimodal strategies that educational institutions used alongside their theoretical frameworks and learning outcomes. The synthesis demonstrates that teaching designs that combine visual, auditory, textual, and digital elements produce better cognitive learning outcomes than those that depend exclusively on text. The review of the studies revealed that multimodal interventions helped participants develop stronger evaluative reasoning skills, showed them how to use evidence, and enabled them to achieve greater depth in reflective judgment and to build stronger academic arguments. Digital technologies enabled these outcomes by supporting interactive learning environments and implementing inclusive practices aligned with Universal Design for Learning principles. The review shows that successful multimodal practices most commonly draw on Transformative Learning Theory and Experiential Learning Theory because both theories highlight how critical reflection and experiential learning help people develop advanced thinking skills. The study uses existing empirical evidence to show that multimodal teaching methods improve students' ability to analyse and argue in higher education, while also demonstrating the need for more longitudinal studies.
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