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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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- Exploring digital competencies in higher education: design and validation of instruments for the era of Industry 5.0(Frontiers, 2024-10-09) Pelaez Sanchez, Iris Cristina; Glasserman Morales, Leonardo David; Rocha Feregrino, Gerardo; Grogan, MargaretIntroduction: Industry 5.0 is the next phase of industrial work that integrates robots and artificial intelligence to boost productivity and economic growth. It emphasizes a balance between human creativity and technological precision, built on three pillars: human centrality, sustainability, and resilience. Corporations and educational institutions must adopt an integrated approach to training their future workforce, emphasizing digital and key competencies such as creativity, communication, collaboration, and critical thinking. Higher education institutions must measure digital competencies and other key Industry 5.0 competencies to prepare students for a sustainable future. However, there is a need to identify appropriate scientific instruments that can comprehensively evaluate these competencies. Methods: This study conducted a Systematic Literature Review to analyze the existing digital competency assessment instruments in higher education from 2013-2023. The focus was on instruments that measure digital competencies and core competencies for Industry 5.0, such as creativity, communication, collaboration, and critical thinking. The search process began with a strategy applied across various databases, including ERIC, Google Scholar, ProQuest, Scopus, and Web of Science, to cover a broad range of literature on the design and validation of digital competency assessment tools. Results: This search generated a total of 9,563 academic papers. Inclusion, exclusion, and quality filters were applied to select 112 articles for detailed analysis. Among these 112 articles, 46 focused on designing and validating digital competency assessment instruments in higher education. Within the reviewed literature, surveys and questionnaires emerged as the predominant methods utilized for this purpose. This study found a direct relationship between digital competencies and essential skills like communication and critical thinking. Discussion: The study concludes that assessment tools should integrate a wide range of competencies, and students and educators should be actively involved in developing these skills. Future research should focus on designing tools that effectively evaluate these competencies in dynamic work contexts. Assessment instruments should cover a broader range of competencies, including creativity and collaboration, to meet the demands of Industry 5.0. Reliable assessments of digital competencies and soft skills are crucial, with a need for appropriate reliability tests that do not impact students’ preparedness for labor market challenges.
- The impact of large language models on higher education: exploring the connection between AI and Education 4.0(Frontiers, 2024-06-14) Peláez Sánchez, Iris Cristina; Velarde Camaqui, Davis; Glasserman Morales, Leonardo David; https://ror.org/03ayjn504; https://ror.org/0297axj39; Hernández Montoya, DianaThe digital transformation has profoundly affected every facet of human life, with technological advancements potentially reshaping the economy, society, and our daily living and working modalities. Artificial Intelligence (AI), particularly Generative AI (GAI), has emerged as a pivotal disruption in education, showcasing the capability to produce diverse and context-relevant content. Generative Artificial Intelligence (GAI) has revolutionized natural language processing, computer vision, and creative arts. Large language models (LLMs) like GPT-4 and Open Assistant and tools like DALL-E and Midjourney for the visual and creative domain are increasingly used for various tasks by students and others with critical information needs. AI presents novel avenues for crafting effective learning activities and developing enhanced technology-driven learning applications in the educational sector. However, integrating AI with a pedagogical focus pose challenge. Education 4.0, which integrates emerging technologies and innovative strategies, aims to prepare new generations for a technologically fluid world. This systematic literature review aims to analyze the use of LLMs in higher education within the context of Education 4.0’s pedagogical approaches, identifying trends and challenges from a selection of 83 relevant articles out of an initial set of 841 papers. The findings underscore the significant potential of LLMs to enrich higher education, aligning with Education 4.0 by fostering more autonomous, collaborative, and interactive learning. It highlights the necessity for human oversight to ensure the quality and accuracy of AI-generated content. It addresses ethical and legal challenges to ensure equitable implementation, suggesting an exploration of LLM integration that complements human interaction while maintaining academic integrity and pedagogical foundation.
- The social innovation profile in students as a transformation strategy: structural equation modeling(Frontiers, 2024-03-08) Glasserman Morales, Leonardo David; Alcántar Nieblas, Carolina; Nava Lara, Sergio Alberto; Tecnologico de Monterrey; https://ror.org/03ayjn504; https://ror.org/01aff2v68The development of social entrepreneurship competencies in university students favors the generation of proposals for solutions to different social problems, thus promoting a positive social impact capable of transforming people’s living conditions. This study aims to analyze the relationship between the dimensions of social entrepreneurship competence: entrepreneurial management, social value, leadership, effective communication and social innovation. A total of 408 higher education students from 13 countries and six different disciplinary areas participated in the study, ranging in age from 18 to 58 years (M = 22.4, SD = 6.0). The social entrepreneurship instrument was used, which is composed of 28 items grouped into five dimensions. A structural equation model was calculated. The findings indicate that entrepreneurial management, social value, and leadership are directly and positively related to personal competencies and social innovation. These results prove the importance of social entrepreneurship training in the development of social innovation in students, it is important that educational institutions in general carry out a review of their curricula and programs that take into account the development of social innovation competence as a factor that can enhance social change.
- The metaverse and complex thinking:opportunities, experiences, and future lines of research(Frontiers, 2023-05-25) George Reyes, Carlos Enrique; Peláez Sánchez, Iris Cristina; Glasserman Morales, Leonardo David; López Caudana, Edgar Omar; https://ror.org/03ayjn504; Hussain, SajjadResearch trends about the Metaverse have increased in recent years due to its potential to create immersive realities, where complex thinking becomes relevant as an ability to promote emerging ways to understand and explain the different realities that comprise a digital society. Although some investigations allow us to know both topics’ concepts and applications, scientific literature production about them is scarce. In this work, we conducted a systematic review of the literature (SLR), analyzing 234 publications from various databases, including Scopus and Web of Science, to understand how studies about the Metaverse overlap with the components of complex thought. The results showed that there has been extensive exploration of the Metaverse since 2022. The prevalence of the Metaverse aligns with the design of algorithms and retail sales, and it primarily correlates with virtual reality technology. Likewise, various reference frameworks and taxonomies have been designed to explain the operation of the Metaverse in different formative spaces. We concluded that examining the Metaverse from the perspective of critical, systemic, scientific, and innovative thinking can open lines of research that affect the knowledge of immersive technologies and the evolution of disruptive digital ecosystems.
- Lifelong learning and metacognition in the assessment of pre-service teachers in practice-based teacher education(Frontiers, 2022-05) Matsumoto Royo, Kiomi; Ramírez Montoya, María Soledad; Glasserman Morales, Leonardo David; Instituto Tecnológico y de Estudios Superiores de Monterrey; Faculty of Education, Universidad del Desarrollo; Institute for the Future of Education; School of Humanities and Education, Tecnologico de MonterreyInitial teacher education should prepare pre-service teachers to develop effective teaching and lifelong learning tendencies. This study aimed to identify the component to consider in pre-service teachers’ assessment processes that promote lifelong learning and develop metacognition skills. For this, it analyzed how the planned and implemented actions by the teacher educators in Practice-based Teacher Education programs promoted metacognition and lifelong learning in the pre-service teachers. The method was a mixed explanatory sequential design. Quantitative and qualitative instruments were applied. Information was obtained from the learning and assessment resources (72 syllabi and 14 assessment tasks) and pre-service teachers’ opinions (survey: n = 231, interviews: n = 8). The findings identified three main components: (i) authentic and relevant assessment tasks, (ii) prior communication of instructions and evaluation criteria, and (iii) frequent performance-focused feedback from peers and teacher educators during and at the end of assignments. The study results can be valuable in teacher education programs to strengthen assessment processes, promote lifelong learning tendencies, and develop metacognitive skills among the teachers in training.
- Use of wearable devices in the teaching-learning process:a systematic review of the literature(Frontiers, 2013-09-13) Glasserman Morales, Leonardo David; Carlos Arroyo, Martina; Ruiz Ramirez, Jessica Alejandra; Alcántar Nieblas, Carolina; https://ror.org/03ayjn504Multimodal learning analytics (MMLA) has emerged as an encompassing approach to data collection, facilitating the analysis of student interactions across a variety of resources. MMLA capitalizes on data gleaned from diverse interactions, utilizing wearable devices to track physiological responses. This yields deeper insights into factors such as cognitive load, stress levels, interest, and other stimuli pivotal to the learning process. Nonetheless, it is crucial to acknowledge the theoretical and practical challenges underpinning the integration of wearable devices into learning experiences, both in academic settings and in everyday life activities. A systematic review of the literature (SLR) was conducted to identify the characteristics of studies that incorporate wearable devices into teaching-learning process analyses. The outcomes enabled us to discern key attributes such as participant descriptions, the activities implemented for data collection, and a broad spectrum of biometric indicators, with electrodermal activity (EDA) and heart rate (HR) among the most commonly employed methodologies in data analysis. Future endeavors should be centered on the formation of interdisciplinary teams. The objective is to devise novel methodologies for multimodal data collection and analysis that can discern performance variables, thereby enhancing learning in a manner conducive to more fluid, reflective educational experiences for all participants in the teachinglearning process.