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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.
- Psychometric properties of a scale to measure social entrepreneurship competency in mexican university students(Emerald insight, 2024-07-10) Alcántar Nieblas, Carolina; Glasserman Morales, Leonardo David; Vázquez Parra, Jorge Carlos; https://ror.org/03ayjn504The purposes of this study were to calculate the confirmatory factor analysis in the measurement model using robust measures (McDonald’s omega and Cronbach’s alpha) to ensure the reliability of the proposed scale and to explore the measurement invariance of the scale per the participants’ gender.
- Validation of a scale to measure the adoption of open educational resources: students'perspective(2024-05-26) Glasserman Morales, Leonardo David; Alcántar Nieblas, Carolina; Romero Rodriguez, José Maria; https://ror.org/03ayjn504; https://ror.org/04njjy449It is increasingly evident that using technological resources has broadly impacted people's lives, including their education. One of the technologies implemented for several years is Open Educational Resources (OER), with elements of open practice to mitigate the impact of the digital divide. This article describes the validation process of an instrument to measure the adoption of OER as perceived by higher education students in Mexico (means, standard deviations and normality, construct validity and reliability). The study included 392 participants, of whom 117 (29.8%) were male, 273 (69.6%) were female and 2 (.5%) did not identify with either sex. Ages ranged from 18 to 62 years (M= 22.0 years, SD= 5.8). The instrument underwent descriptive statistics techniques, univariate normality analyses, and Confirmatory Factor Analysis using the maximum likelihood estimation method. The reliability of the measurement model was confirmed using Cronbach's Alpha and McDonald's Omega index. The resulting validated instrument investigates students' perceived usefulness, perceived ease of use, attitude, subjunctive standards, and behavioral control. For future studies, the application of the scale is suggested because of its manageable number of items and ease of administration, along with the examination of other validity tests that will help increase the robustness of the proposed measurement model, this measurement scale will be useful for teachers and researchers interested in understanding the impact of OER in education.
- EGame-flow: psychometric properties of the scale in the mexican context(Emerald insight, 2024-05-17) Alcántar Nieblas, Carolina; Glasserman Morales, Leonardo David; Pacheco Velázquez, Ernesto Armando; Ramírez Echeverri, Sergio Augusto; https://ror.org/03ayjn504; https://ror.org/03y3y9v44The present study examined the psychometric properties of the EGame- flow scale in a Mexican sample, presenting evidence of construct validity (exploratory factor analysis and confirmatory factor analysis), reliability (Cronbach’s alpha and McDonald’s omega) and discriminant validity (mean variance extracted).
- Collaborative online international learning between Spain and Mexico: a microlearning experience to enhance creativity in complexity(Emerald, 2022-11-19) Ramírez Montoya, María Soledad; Romero Rodríguez, José María; Glasserman Morales, Leonardo David; Navas Parejo, Magdalena Ramos; Instituto Tecnológico y de Estudios Superiores de MonterreyThe aim of this paper was to analyse the creative competence of students before and after a microlearning experience carried out in a collaborative online international learning (COIL) environment between Spanish and Mexican university students in the field of education and entrepreneurship. A single-group quasi-experimental design with pretest and posttest measures was adopted. The composition of the group was natural and included a total of 57 students who participated in the COIL experience. The duration was three weeks, where students from both countries were linked together in the development of a microlearning project. The Creativity Self-Efficacy Scale was used as a data collection instrument. The microlearning activities through COIL developed the creative competence of the participating students. In particular, the groups from both universities improved their scores on the creative competence in the post-test compared to the pre-test measure. The limitations of this study were linked to the sample loss of some cases, as some students did not complete the post-test measure. The main implication of the study was to demonstrate that COIL experiences are suitable for developing certain skills in students, such as creative competence or cooperative work. COIL experiences break down the barriers of physical space and give students an active role, allowing them to fully develop competences and offering an intercultural perspective, which encourages open-mindedness and understanding of the world.
- Educational processes for health and disease self-management in public health: a systematic review(MDPI journals, 2021-06-15) Ruiz Ramírez, Jessica Alejandra; Olarte Arias, Yury Arenis; Glasserman Morales, Leonardo David; Glasserman Morales, Leonardo David; 550351; Tecnologico de Monterrey, School of Humanities and Education; Instituto Tecnológico y de Estudios Superiores de Monterrey; Tchounwou, Paul B.This study systematically reviewed processes and educational programs for self-management of health and diseases that are the subject of public health attention. This systematic review of the literature (SRL) is relevant to recognizing the characteristics of the educational processes in self-managing chronic diseases in contexts where technology did not play a significant role. Following the PRISMA protocol, the authors independently reviewed full-text articles from several databases using the following criteria: (1) intervention studies evaluating the effects of self-management health programs; (2) educational process of disease self-management; (3) studies that included at least one control group, and (4) peer-reviewed studies. In addition, the Scottish Intercollegiate Guideline Network measurement tool was used to assess the risk of bias in each trial. In the final sample, 38 articles were included. The findings regarding health education methods of self-care, using community-based care and technological tools, are considered fundamental. Among the conclusions, the relevance of the pedagogy that health education processes demand improvement in post-pandemic program effectiveness stands out.