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eComplex: validity and reliability of rubric for assessing reasoning for complexity competency
(Springer, 2023-06-29) Castillo Martínez, Isolda Margarita; Ramírez Montoya, María Soledad; Glasserman Morales, Leonardo David; Millán Arellano, Jorge Antonio; https://ror.org/03ayjn504
In the absence of available instruments that measure reasoning-for-complexity competency in higher education, we designed a rubric to measure university students' levels of mastery of that competency. This article presents the process to estimate the validity and reliability that led to the final version of the "eComplex" rubric, which consists of 27 items. This validation process considered experts' consultation, the internal consistency estimation using Cronbach's alpha coefficient, and correlation matrix analysis, there was also qualitative analysis by reviewing the experts' comments in detail and making the appropriate adjustments. The results were: (a) a high concordance index of the judges for the evaluated criteria of the items, (b) an instrument with high internal consistency and reliability, and (c) improvement in the wording of the items thanks to the observations and contributions of the experts, this was reinforced by conducting a second phase of expert validation using the Delphi Method to provide further support for the Clarity criterion. The instrument is expected to validate measuring the development and appropriation of reasoning-for-complexity competency in university students.
Complex thinking in the framework of Education 4.0 and Open Innovation—A systematic literature review
(MDPI, 2021-01-04) Ramírez Montoya, María Soledad; Sanabria Zepeda, Jorge Carlos; Castillo Martínez, Isolda Margarita; Miranda Mendoza, Jhonattan; Instituto Tecnológico y de Estudios Superiores de Monterrey
Today’s complex, dynamic, interconnected world presents the field of education (“Education 4.0”) with significant challenges in developing competencies for reasoning for complexity. This article analyzes complex thinking as a macro-competency with sub-competencies of critical, systemic, scientific, and innovative thinking in educational environments. We worked with the systematic literature review method, selecting 35 articles in the Scopus and Web of Science databases using keywords words of interest and applying inclusion and exclusion criteria. Seven research questions guided the data analysis. The results highlighted that: (a) there are common characteristics of studies linking complex thinking, critical thinking, and creative thinking; (b) there is predominance of the qualitative method in the studies; (c) the critical thinking competency has been the most addressed in the research; (d) the predominant components of Education 4.0 are teaching methods and techniques; and (e) the three challenges that stand out for educational research are project feasibility, research opportunities, and required skills. This article is intended to be of value to academic and social communities and decision-makers interested in developing reasoning for complexity within the framework of Education 4.0.

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