Abad Olaya, José VicenteGutiérrez Coy , ValeriaGallego, DanielRincón, Santiago2024-05-022024-05-022023http://repository.ucatolicaluisamigo.edu.co/handle/20.500.14531/2625This research project addresses the issue of academic stress among pre-service English teachers. Academic stress, which stems from the demands and expectations of both school and work environments, can have a negative impact on student’s mental health and academic performance. As a cognitive skill, critical thinking allows individuals to analyze, evaluate, and synthesize information objectively and rationally, so it plays a vital role in problem-solving and decision-making. This study aims to analyze the effects of critical thinking strategies on pre-service English teachers’ academic stress levels. The research follows an interpretive paradigm and utilizes a co-constructed autoethnography methodology. Data was collected through a stress measurement test, teachers’ journals, and collaborative dialogue. The findings of this study contribute to understanding how critical thinking strategies can assist pre-service English teachers in managing academic stress effectively.25 p.Academic stressPre-service English teachersCritical thinkingCognitive skillsEducational environmenthttp://purl.org/coar/access_right/c_abf2http://purl.org/coar/resource_type/c_7a1fhttps://creativecommons.org/licenses/by-nc/4.0/a