The knowledge-oriented society imposes a set of competencies to university teachers who, through the essence of their profession, have the goal to train future specialists. In this context, critical thinking is found in the Global Framework for Learning, established by UNESCO. Critical thinking is a system of judgments related to the analysis, synthesis and evaluation of objects and phenomena. From it results the issuance of ideas, their application in concrete situations and the problems’ solving. Therefore, university teachers need to design their educational approach so as to develop critical thinking in students. In such circumstances, the methodological tools are the learning tasks, that involve reflection manifested through analytical, synthetic, and creative thinking.