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Permanent URI for this collectionhttps://hdl.handle.net/11285/345284
Artículo científico o editorial en una publicación periódica académica sujeto a revisión de pares. Cumple con los índices internacionales o bases de datos de amplia cobertura, como el listado del Current Contents, ISI WEB of Knowledge (http://isiknowledge.com/) e índice de revistas mexicanas de CONACYT (www.conacyt.mx/dac/revistas). Éstos indizan y resumen los artículos de revistas seleccionadas, en todas las áreas del saber.
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- eComplexity: psychometric properties to test the validity and reliability of the instrument(ERIC, 2024-07) Castillo Martínez, Isolda Margarita; Velarde Camaqui, Davis; Ramírez Montoya, María Soledad; Sanabria Zepeda, Jorge Carlos; https://ror.org/03ayjn504Reasoning for complexity is a fundamental competency in these complex times for solutions to social problems and decision-making. The purpose of this paper is to demonstrate the validity and reliability of the eComplexity instrument by presenting its psychometric properties. The instrument consists of a Likert-type scale questionnaire designed to measure college students' perceptions of their mastery levels of complex reasoning competency as well as the subcompetencies that comprise it. The instrument was applied to higher education students in different countries of Latin America and Spain. The questionnaire articulates four types of thinking: systemic, scientific, critical and innovative and consists of 25 items. The methodology used was instrumental and psychometric, which seeks to demonstrate the validity and reliability of the eComplexity questionnaire. The results obtained from the research were as follows: The exploratory factor analysis indicated a Kaiser-Meyer-Olkin index (KMO) > .80, a significance of p< .05 and a Cronbach's Alpha value of 0.93. Likewise, a Confirmatory Factor Analysis was carried out and was possible to corroborate the internal structure validity of the instrument. In addition to Cronbach's Alpha coefficient, McDonald's Omega, and Guttman's Lambda coefficients were calculated to calculate reliability. With the results obtained it was possible to conclude that the instrument is valid and reliable, can be used in various university contexts to support integrated training necessary to address current challenges and contribute to educational research. It is recommended for future studies that the research can be expanded by using an instrument that can move from perceptual terms to measuring levels of complex reasoning mastery, but it is valuable to contrast with the students' perception to have a broader vision.
- eComplexity: validation of a complex thinking instrument from a structural equation model(Frontiers, 2024-05-24) Vázquez Parra, José Carlos; Henao Rodriguez, Linda Carolina; Lis-Gutiérrez, Jenny Paola; Castillo Martínez, Isolda Margarita; Suarez Brito, Paloma; https://ror.org/03ayjn504The eComplexity instrument aims to measure the perception of achievement in the complex thinking competency and its sub-competencies. To ensure the reliability of this instrument, validation processes like the one presented in this article are necessary. Methodologically, this study evaluates data from 1,037 university students in Mexico, confirming the statistical validity and reliability of the instrument. As a result, the demonstrated reliability of the eComplexity instrument as a tool for measuring perceived achievements in complex thinking provides a valuable resource for assessing the effectiveness of educational interventions. Consequently, this research contributes to a more informed approach to fostering critical thinking skills, benefiting both theoretical exploration and practical application in educational settings. The study employs the Partial Least Squares Structural Equation Modeling (PLS-SEM) to evaluate students’ self-perceptions of their performance in complex thinking and its sub-competencies, thus advancing the field of educational measurement. Academically, it enriches the discourse on the design and validation of instruments, offering a rigorous model for future efforts in measuring cognitive competencies. Practically, the study’s results inform educational practice by identifying systemic and scientific thinking as key to developing complex thinking skills. This knowledge enables educators to more effectively adapt teaching strategies and curricular designs, aiming to enhance students’ ability to navigate the complexities of the modern world.
- Development of complex thinking in entrepreneurship training: A gender approach(2024-02-15) Alonso Galicia, Patricia Esther; Vázquez Parra, José Carlos; Castillo Martínez, Isolda Margarita; Ramírez Montoya, María Soledad; https://ror.org/03ayjn504This article aims to approach students’ perception of mastery of the reasoning-for-complexity competency and its sub-competencies (scientific, systemic, and critical thinking) in a sample group at aLatin American university. The intention was to identify whether there are statistically significant differences in a population of men and women in a training program in entrepreneurship, assessing whether gender could be a factor to consider by educational institutions offering these specialties. The present exploratory study applies the validated E-Complexity instrument to measure the perception of a convenience sample of 116 students from a private university in Mexico. Statistically, the overall mean and the means for each item were calculated for the students’ perception of their mastery of the reasoning-for-complexity competency. From the results, we can confirm that no statistically significant evidence demonstrates differences between men and women in their perceived mastery of the reasoning-for-complexity competency in general. However, analyzing the results by sub-competencies shows that women tend to have a higher perception than their male counterparts. Thus, this article shows the need to develop environments beyond academia and theory, guaranteeing an actual follow-through to equality promoted within educational institutions.
- Perceived competency in complex thinking skills among university community members in Pakistan: insights across disciplines(2024) José Carlos Vázquez Parra; Rasikh, Tariq; Castillo Martínez, Isolda Margarita; Naseer, FawadThis article aims to evaluate university community members’ (faculty members and students, in this case) perceptions of their complex thinking competency and its sub-competencies – including systemic, scientific, critical, and innovative thinking – across various disciplines at eight universities in Pakistan (Objective). Using a validated eComplexity instrument, descriptive statistical analysis of means and standard deviations, a Kruskal–Wallis test, a correlation matrix, and a correlation coefficient heatmap of complex thinking were applied to uncover key patterns and disparities (Methodology). The novelty of this study lies in its focus on how participants perceive their achievement of complex thinking competencies, offering unique insights into the specific challenges faced by different academic disciplines (Novelty). Notably, Humanities and Education profiles reported considerably low levels of competency (mean of 2.39), with statistically significant differences regarding knowledge of research report structures (scientific thinking) and interdisciplinary problem-solving and contextual analysis (innovative thinking) (Results). However, the study’s geographic context and reliance on self-perceived competencies pose limitations, potentially introducing social desirability bias (Limitations). These findings emphasise the need to adapt teaching methods to bridge competency gaps and promote equitable skill development (Conclusions). Future research should extend the study to broader educational contexts to explore regional and international variations, and assess interventions to enhance competencies in underperforming areas – particularly Humanities and Education – improving discipline performance and confidence in complex thinking (Implications).
- Towards the development of complex thinking in university students: Mixed methods with ideathon and artificial intelligence(Elsevier, 2023-12-03) Castillo Martínez, Isolda Margarita; Argüelles Cruz, Amadeo José; Piñal Ramírez, Octavio Elías; Glasserman Morales, Leonardo David; Ramírez Montoya, María Soledad; Carreon Hermosillo, Alejandra; https://ror.org/03ayjn504; https://ror.org/059sp8j34; https://ror.org/05fj8cf83This article examines the capacity of an artificial intelligence (AI) platform to assess university students' mastery of complex thinking. Central questions addressed include the identification of essential technical elements that contribute to the platform's effectiveness, and how the AI platform can boost student motivation and cultivate complex thinking. The research employed a mixed-methods approach, anchored by an Ideathon centered on the Sharing Economy. Qualitative insights were drawn from semi-structured interviews with nine university students. The results indicate that the platform effectively evaluates complex thinking proficiency, differentiating between systemic, scientific, and innovative thinking. Notably, the AI-driven personalization of the platform was found to significantly enhance student motivation. This study highlights the capabilities of AI platforms in competency assessment and suggests that future research should investigate how such data can inform strategies to develop complex reasoning among diverse university student populations.
- 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/03ayjn504In 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.
- Information communication technologies, artificial intelligence, and social robotics:a complex-thinking vector in higher education?(Journal of Social Studies Education Research (JSSER), 2023-06-21) Baena Rojas, José Jaime; Castillo Martínez, Isolda Margarita; Mendez Garduño, Juana Isabel; Suárez Brito, Paloma; López Caudana, Edgar Omar; https://ror.org/03ayjn504Various technological devices, especially information communications technologies (ICTs), have become increasingly remarkable in higher education to help develop students' skills and qualifications. Considering this trend, supported by several academic theories, this paper proposes a breakthrough guidebook for universities and other scholastic environments based on reasoning-for-complexity using mainly artificial intelligence (AI) and social robotics (SR). The current research provides the instructions to follow in a real class supported by AI and SR with a precise compendium of steps. On the one hand, this is done by reviewing previous studies on educational processes with AI and SR and synthesizing their findings to draw out common themes from the literature. These topics are categorized into clusters in the form of guiding questions that professors can use to prepare their classes. On the other hand, it describes the students' steps for completing the activities. These were developed with previous forms to establish different profiles and apply custom-made assessment activities. The final part of this paper involves a set of reflections regarding these two technological resources (AI and SR) to demonstrate their utility in education.
- Complex thinking through a Transition Design-guided Ideathon: testing an AI platform on the topic of sharing economy(2023-05-30) Sanabria Zepeda, Jorge Carlos; Castillo Martínez, Isolda Margarita; González Pérez, Laura Icela; Ramírez Montoya, María Soledad; https://ror.org/03ayjn504This proof-of-concept study of an AI-based platform aimed to integrate a sequence of activities into the design of an online platform to assess the development of complex thinking competency in higher education students.
- Gender gap in the perception of mastery of reasoning-for-complexity competency: an approach in Latin America(Emerald, 2023-03-28) Vázquez Parra, José Carlos; Castillo Martínez, Isolda Margarita; Ramírez Montoya, María Soledad; Amézquita Zamora, Juan Alberto; Cruz Sandoval, Marco Antonio; ; Instituto para el Futuro de la Educación, Tecnológico de MonterreyThe study aims to assess students' perceived mastery of reasoning-for-complexity competency and its sub-competencies in a sample of students in a Latin American university. The intention was to identify statistically significant differences between a population of men and women with similar sociocultural characteristics, assessing whether gender could be a factor for educational institutions to consider when implementing strategies to develop this competency.
- Academic literacy among the university students in Mexico and Spain: A holistic perspective(2023-01-16) Ramírez Montoya, María Soledad; Castillo Martínez, Isolda Margarita; Cerros Regalado, Cynthia Patricia; Glasserman Morales, Leonardo David; Instituto Tecnológico y de Estudios Superiores de MonterreyCurrently, young people have access to a large amount of information, so they must have the ability to critically analyze the texts they are exposed to in order to choose those that are useful for their training or research process, as well as to have the necessary skills to interact efficiently with the texts, especially with those specialized documents corresponding to their area of study. In this regard, this article aims to identify how cognitive, emotional, attitudinal, digital and personality aspects influence the development of academic literacy skills in university students.