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Comparison of complex thinking skills between students from public and private institutions in Mexico
(Gate Association for Teaching and Education (GATE), 2023-10-01) López Caudana, Edgar Omar; Vázquez Parra, José Carlos; Cruz Sandoval, Marco Antonio; Baena Rojas, José Jaime; https://ror.org/03ayjn504; https://ror.org/03e55jv37
The purpose of this article is to present the results of a study conducted on a population of students from two technological universities in Mexico. The intention was to contrast the perceived achievement of the complex thinking competency and its sub-competencies among students in the last levels of their training. Then, to identify areas of opportunity for developing professional competencies it was applied a sample of 551 Engineering and Business school students from two higher education institutions in this Latin American country. In this manner, 60,61% corresponded to public universities while 39,39% remaining corresponded to private universities. Methodologically, a statistical descriptive analysis was carried out. The study was conducted with a convenience sample answered by students from technological universities located in western Mexico through Google Forms. After analyzing the results, it was possible to identify a gap in the students' perceived achievement in both institutions, with the private institution having a significantly higher mean. This study raises the importance of guaranteeing the development of professional competencies equitably among all students, intending to avoid differences that impact their perceptions of their abilities. All of this considering that complex thinking as a set of disciplinary and meta-competences should be similarly taught indifferent the type of university or higher education institution
Academic literacy as a component of complex thinking in higher education: A scoping review
(2022-09-26) Suárez Brito, Paloma; Baena Rojas, José Jaime; López Caudana, Edgar Omar; Glasserman Morales, Leonardo David; Institute for the Future of Education, Tecnológico de Monterrey; Instituto Tecnológico y de Estudios Superiores de Monterrey
The profound transformation within higher education institutions is increasingly evident. Then, it is considered that education must adapt to meet the needs of qualification and skills development in a 21st century with diverse challenges in problem solving. This is reflected in the role that academic literacy is increasingly taking as a strategy to innovate teaching among university students. The objective of this scoping review is to complete a characterization of complex thinking in both academic literacy and higher education. All this, providing an overview on the central theme and its incidence in the production of relevant literature published in the Scopus database. About 139 research works were considered in the article, which become thematic references for the exercise proposed here. Then, a description of all the works consulted was completed, recognizing mainly their origin, citations, publication, and other aspects that will ultimately be essential to differentiate the term academic literacy from the processes of reading and writing as educational competencies. Therefore, in general, the conclusions indicate that complex thinking has indeed a relationship with academic literacy not only because of the works traced but also because complex reasoning brings together within people a series of skills that facilitate the execution of advanced actions and the solution of problems.

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