Critical Thinking in French as a Foreign Language: A Mixed-Methods Study in a Mexican University Context

Abstract

This study examines the impact of a French as a Foreign Language (FFL/FLE) pedagogical intervention centered on transgender inclusion and gender diversity on the development of critical thinking, social empathy, and argumentative competence among university students in Mexico. Grounded in an intercultural and socially engaged approach to language education, the intervention integrates ethically complex and socially relevant content into communicative tasks, structured debates, and reflective writing activities. Using a mixed-methods sequential explanatory design, the research combines qualitative data (semi-structured interviews, focus groups, participant observation, and reflective essays) with quantitative measures (pre-test/post-test critical thinking scores, empathy scales, and inclusive attitude indices). Results reveal statistically significant improvements in analytical reasoning, argumentative coherence, discourse organization, and perspective-taking abilities, alongside measurable growth in empathy and inclusive attitudes toward gender diversity. Qualitative findings further indicate enhanced metacognitive awareness and greater confidence in addressing controversial topics through structured dialogue. The study argues that foreign language instruction, when connected to contemporary social issues, functions not only as a site for linguistic development but also as a platform for cognitive maturation, ethical deliberation, and civic formation. The classroom emerges as a structured space for democratic dialogue, critical reflection, and intercultural negotiation. The article concludes by discussing pedagogical implications, methodological limitations, and avenues for future research in inclusive and transformative language education.