Research as a constant practice in university classrooms for problem-solving

Abstract

This chapter examines whether the continuous practice of research in university classrooms serves as an effective means to develop cognitive and metacognitive competencies aimed at solving complex problems. The topic is relevant and timely because, while higher education institutions proclaim the centrality of critical thinking, teaching practices often continue to prioritize information transmission and rote memorization. Compounding this institutional contradiction is a theoretical ambiguity: "formative research" is frequently invoked as a pedagogical strategy without addressing its epistemic dimension. The chapter advances three original arguments: (i) formative research fosters development only when it becomes a practice of argumentative problematization rather than a mere procedural sequence; (ii) critical thinking requires disciplinary contexts with explicit criteria for argumentative quality, rather than broad, cross-curricular statements; and (iii) metacognition is an observable and teachable pedagogical practice that serves as an operational prerequisite for sustained critical thinking. A narrative review was conducted of literature published between 2006 and 2026 regarding formative research, critical thinking, and metacognition in higher education, prioritizing indexed articles and high-impact books. The objective is to analyze how continuous research empowers students to solve complex problems when structured as an argumentative and self-regulated practice.