A Teaching Innovation Project on Writing Critical Essays in a History of Psychology Course

Background: Since its integration into the European Higher Education Area, the Spanish educational system has evolved, introducing innovations into university teaching methodologies. This new approach entails the development of capacities, competencies, and skills that enable students to develop their critical thinking. Objective: This work aims to present an innovation project conducted in a History of Psychology course, part of the Degree in Psychology in the Spanish university system. Method: The current study was launched to evaluate the effectiveness of the Teaching Innovation Project, which itself arose from the need for students to improve their critical essay writing skills, incorporating such evidence-based methodologies as explicit instructions, online platforms, collaborative peer work, and rubrics. Results: A comparison of outcomes among three cohorts showed a marked improvement in student performance on critical essays and final exam scores after implementing new methodologies. Conclusion: It is possible to improve students' critical essay writing skills in the context of the History of Psychology through the intentional implementation of evidence-based practices, changing the pedagogical focus from teacher-centered to studentcentered. Teaching implications: Psychology instructors who teach courses with writing skill development as a course goal could consider incorporating elements of the Teaching Innovation Project program.